Approaching Reading Development through Children’s Literature: Insights from A Case Study of the University Student with Low English Proficiency

Cheng-Fang Huang

Abstract


This paper reports a case study exploring the feasibility of using children’s literature for EFL (English as a Foreign Language) reading development. In the test-oriented educational environment, Taiwanese students tend to perceive reading as a task to pass tests. This study attempts to propose another path to facilitate the reading development, especially for those who are less proficient in English. Focusing on one university EFL learner with low English proficiency, the report provides in-depth description of her reading obstacles and progress while engaging in reading English children’s literature. Findings of the reading sessions showed that the learner (1) improved the oral reading fluency, (2) acquired better awareness of pronunciation rules, and (3) developed better reading comprehension. The result of this case study suggests a supplementary path for the EFL reading development of similar learners: free voluntary reading of children’s literature complemented with proper scaffolding and corresponding instruction tailored to individual learner’s needs.


Keywords


Children’s literature, EFL reading development, less proficient EFL learner.

Full Text:

PDF

References


Arden-Close, C. (1999). Taiwanese university freshmen’s difficulties with reading in English. Reading in a Foreign Language, 12(2), 325-354.

Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the guided extensive reading program. Reading in a Foreign Language, 15(2), 83-102.

Beglar, D., Hunt, A., & Kite Y. (2012). The effect of pleasure reading on Japanese university EFL learners’ reading rate. Language Leaning, 62(3), 665-703.

Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1–13.

Bowey, J. A. (1986). Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring. Journal of Experimental Child Psychology, 41, 282-299.

Cobb, T. (2008). Commentary: Response to McQuillan and Krashen. Language Learning and Technology, 12(1), 109-114.

Camiciottoli, B. C. (2001). Extensive reading in English: Habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24, 135-153.

Cho, K., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662-667.

Constinito, R. (1995) Learning to read in a second language doesn’t have to hurt: The effect of pleasure reading. Journal of Adolescent & Adult Literacy, 39(1), 68-69.

Davis, C. (1995). Extensive reading: An extravagance? ELT Journal, 49, 329-335.

Dupuy, B., Tse, L., & Cook, T. (1996). Bring books into the classroom: first steps in turning college-level ESL students into readers. TESOL Journal, 5(4), 342-343.

Elley, W. B. & Mangubhai, F. (1983) The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67.

Ho, L. (2000). Children’s literature in adult education. Children’s Literature in Education, 31(4), 259–271.

Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61(3), 355-382.

Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL Quarterly, 20, 763-768.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.

Krashen, S. D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 440–464.

Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Westport, CT: Heinemann/Libraries Unlimited.

Kusanagi, Y. (2004). The class report 2: Course evaluation of Pleasure Reading Course. The Journal of Rikkyo University Language Center, 11, 29–42.

Lee, H. & Mallinder, M. (2012). Children’s literature in adult EFL classrooms: Benefits and pitfalls. Humanising Language Teaching, 14(2), 1-8.

Lee, H. (2015). Using picture books in EFL college reading classrooms. The Reading Matrix, 15(1), 66-77.

Malu, K. F. (2013). Exploring children’s picture storybooks with adult and adolescent EFL learners. English Teaching Forum, 3, 10-18

Nash, T., & Yuan, Y. (1992). Extensive reading for learning and enjoyment. TESOL Journal, 2, 27–31.

Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13-17.

Nation, P. (1998). Helping learners take control of their vocabulary learning. GRETA, 6(1), 9-18.

Nation, P. (2001). Learning vocabulary in another language. Cambridge University Press.

Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465-496.

Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28.

Reid, S. (2002). Book bridges for ESL students: Using young adult and children’s literature to teach ESL. Lanham, MD: Scarecrow.

Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.

Shimizu, M. (2002). Japanese EFL learners’ inference generation in reading. Japan Britain Association for English Teaching Journal, 6, 3-14.

Stoeckel, T., Reagan, N., & Hann, F. (2012). Extensive reading quizzes and reading attitudes. TESOL Quarterly, 46(1), 187-198

Tompkins, G.E. (2011). Literacy in the early grades: A successful start for pre k-4 readers (3rd edition). Boston: Pearson.

Tien, C. Y. (2015). A large-scale study on extensive reading program for non-English major: Factors and attitudes. International Journal of Applied Linguistics and English Literature, 4(4), 46-54.

Uden, J., Schmitt, D. & Schmitt, N. (2014). Jumping from the highest graded readers to ungraded novels: Four case studies. Reading in a Foreign Language, 26(1), 1-28.

Yan, Q. & Wang, J. (2011). Investigating the miscue-reflected EFL oral reading process: A case study. Chinese Journal of Applied Linguistics, 34(2), 62-82.

Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). CA: Sage Publications.




DOI: http://dx.doi.org/10.18533/journal.v6i3.1129

Refbacks

  • There are currently no refbacks.




.............................................................................................................................

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License

.............................................................................................................................

If you find difficulties in submitting manuscript please forward your doc file to support@theartsjournal.org. Our support team will assist you in submission process and other technical matters.

In order to get notifications on inbox please add theartsjournal.org in your email safe list.

Journal of Arts and Humanities (Print) ISSN:2167-9045

Journal of Arts and Humanities (Online) ISSN: 2167-9053