Das extensive Lesen, wobei das Lesen ein Vergnugen darstellen soll, gilt als wichtiges Hilfsmittel im Fremdsprachenerwerb. Das Lesen langerer Texte hat nicht nur positive Auswirkungen auf die Lesefahigkeit selbst, sondern auch auf andere Bereiche der Sprachkompetenz, wie zum Beispiel Wortschatz, schriftliche Produktion etc. Um das extensive Lesen auch im Anfangerunterricht nutzen zu konnen, ist es notwendig den LernerInnen adaptierte oder vereinfachte Texte vorzustellen, welche im Englischen als language learner literature bekannt sind. Diese Texte dienen dem schrittweisen Heranfuhren der LeserInnen an Originaltexte fur MuttersprachlerInnen. Eine Reihe von Verlagen bietet eine breite Produktpalette an Texten von hoher Qualitat, die bezuglich Wortschatz, Grammatik und Syntax vereinfacht wurden. Das Problem jedoch liegt darin, dass das extensive Lesen im osterreichischen Lehrplan keinen Pflichtcharakter hat, was die tatsachliche Praxis weitgehend lehrerInnen- und schulabhangig macht.
Diese Diplomarbeit beabsichtigt, die Wichtigkeit des extensiven Lesens zu zeigen, ihre Wurzeln mit fachdidaktischen Theorien zu begrunden und ihre positiven Auswirkungen auf den Spracherwerb zu betonen. Sie prasentiert die Ergebnisse einer Umfrage unter EnglischlehrerInnen uber ihre Meinung und ihre Praxis im Umgang mit language learner literature in der Unterstufe. 
In beiden Schultypen, also Gymnasium und Hauptschule, wird sowohl das intensive als auch das extensive Lesen praktiziert. Dennoch wird aus den Ergebnissen deutlich, dass im Gymnasium haufiger language learner literature verwendet wird als in der Hauptschule. Allgemein kann man feststellen, dass der Einsatz dieser vereinfachten Texte mit steigender Sprachkompetenz zunimmt. Und zwar nicht nur wenn man an die Jahrgangsstufen in der Schule denkt, sondern auch bezuglich der Leistungsgruppen in den Hauptschulen. Uberraschenderweise ist eine ungenugende Sprachkompetenz der meistgenannte Grund, warum LehrerInnen keine vereinfachten Langtexte einsetzen konnen. Da diese Texte genau aus diesem Grund publiziert werden, ist es interessant weitere Grunde, warum es schwierig ist, extensives Lesen in den Unterricht in der Unterstufe einzubinden, zu erfahren. Weiters werden im empirischen Teil die Unterschiede in der Unterrichtspraxis zwischen Gymnasium und Hauptschule naher erlautert. 
Es ist notwendig die LehrerInnen an die Wichtigkeit des extensiven Lesens zu erinnern, da seine positiven Auswirkungen von vielen Lehrkraften nach wie vor unterschatzt werden durften. Es gibt durchaus Material auch fur Anfanger im Sprachlernen und dadurch konnte das extensive Lesen bereits in einem sehr fruhen Sprachlernstadium eingefuhrt werden. Da es weiters als out-of-class learning strategy gilt, ist es nun als Feedback fur die TeilnehmerInnen wichtig, die Resultate uber die tatsachliche Praxis des extensiven Lesens zu informieren und Ihnen Tipps zu geben, wie sie das extensive Lesen besser im Unterricht verankern konnen.

The importance and use of extensive reading by means of language learner literature in Unterstufe

This pilot study examined multilingual university students’ willingness to engage in voluntary extensive reading (ER) of books after they received training. The research questions were whether training appeared to promote self-efficacy, motivation for the task, use of metacognitive strategies, and independent reading. University freshmen in an ESL reading and writing course participated in the project. The ER training included: (a) framing the ER task through stories of struggle and emotional appeal, and (b) introducing independent reading strategies. Surveys were used to collect data. Findings showed that students had beliefs of self-efficacy related to English book reading after the training, and they made considerable progress in their voluntary reading by the end of the course. The strategies that students found most helpful were selecting books for themselves, keeping records of their progress, and staying focused. Participants anticipated that ER would help them with academic literacy.

/pdf/building-self-efficacy-strategy-use-and-motivation-to-237ryiyw69.pdf

Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students.

................................................................................................................................. ii Preface ................................................................................................................................... iv Table of

/pdf/promoting-reading-skills-of-young-adult-eal-learners-through-3je79ff9rm.pdf

Promoting reading skills of young adult EAL learners through voice recognition software

The dissertation investigates fiction reading practices (Barton, 1994) of highly educated adult migrants. There are two contexts explored: reading in an advanced Swedish course and reading in free time. The title, Att bli en på svenska läsande människa? Flerspråkiga högutbildade vuxnas skönlitterära läspraktiker, translates to: ”Becoming a person who reads in Swedish? Fiction reading practices of highly educated multilingual adults”. The topic relates to three fields: literature education, multilingualism, and sociolinguistics. The main research questions are: Why and how do highly educated multilingual adults read literature in advanced Swedish language courses? Why, how and in which languages do highly educated multilingual adults read literature in their free time? The focus is on fiction reading practices of migrants that either study Swedish at an advanced level or have done so several years ago. The overall aim is to highlight a group of individuals who possess a great deal of cultural capital which might not always be visible in a new linguistic and cultural context (Blackledge, 2005). “Highly educated” refers to individuals with an academic degree, ongoing university studies, or a high school education with academic studies as a goal. The educational context consists of advanced Swedish courses, so called university access programs, at two universities in Sweden. This educational context is investigated by interviews with students and teachers, policy document analysis, and observations of an oral exam. The free time context is explored by deep interviews with multilinguals that have lived in Sweden for three years or more. The dissertation consists of seven chapters. Chapter 1 introduces the topic and motivates why it is important to study adult multilingualism and literature reading. The answer is quite simple: because this area has hardly ever been researched in Sweden when it comes to informants with academic backgrounds. Earlier research in this area has mainly focused on multilingual children and youth, or adults with short educational backgrounds. Chapter 2 gives an overview of previous research and theories relevant for this study. Chapter 3 is a methods chapter including a presentation of the material categories, study subjects, ethical considerations, and the analysis method, which is qualitative and empirical. The theoretic framework draws on social constructionism (Burr, 2001) and a poststructuralist understanding of multilingualism (Blackledge, 2005). Multilingualism is seen as a choice of languages, based on identity positions as presented by Pavlenko and Blackledge (2004). Because of the broad, interdisciplinary topic, several theoretical tools are applied. The literature reception perspective draws on reader-response theory by Rosenblatt (1938; 1995). When it comes to the educational context, the legitimation typology of reading literature in educational settings in Sweden, created by Persson (2007), is applied. Furthermore, McCormick’s (1994) sociocultural model explains how readers’ backgrounds affect their so called “reading forms” (Tengberg, 2011). In addition, Torell’s (2002) understanding of the concept of literary competence and Janks’ (2009) critical literacy theory are used. The analysis of language learning aspects is based on Cummins’ (1981) iceberg model and his two concepts: BICS, basic interpersonal communication skills, and CALP, cognitive and academic language proficiency. Further, a model dividing the relationship between second language learning and literature instruction into four categories (Paran, 2008) is used as a way of describing the goals and practices of the course. Felski’s (2008) four “modes of engagement” are used to understand the individuals’ personal interests when reading fiction in L2 in both contexts. When it comes to the leisure readers, the theories mentioned above are complemented with Bourdieu’s (1977) sociology and the concept of cultural capital. The dissertation consists of two empirical parts. Part I, presented in Chapter 4 and 5, focuses on literature reading in educational settings and also discusses the primary and the secondary literary socialization of the multilingual students. Chapter 4 examines the motivations of literature reading in the advanced language course, thus centering on the question word “why”. Chapter 5 examines the observations of an oral exam and group interviews with the students after the course and concentrates on the question word “how”. Part II, presented in Chapter 6, focuses on ten migrants’ reading practices today, after several years in Sweden. Deep interviews with these multilingual readers have been reconstructed as reader biographies, presented as portraits of the readers. 

Att bli en på svenska läsande människa?: Flerspråkiga högutbildade vuxnas skönlitterära läspraktiker

https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1451&context=ehd_theses

English as a Second Language Students’ and Teachers’ Perceptions of Effective Literacy Instruction

and writing effectiveness of college freshmen. Research on the Teaching of English, 13, 197-206. Hale, G., Stansfield, C., & Duran, R. (1984). Summaries of TOEFL studies, 19631982. (Res. Rep. No. 16). Princeton, NJ: Educational Testing Service. John-Steiner, V. (1985). The road to competence in an alien land: A Vygotskian perspective on bilingualism. In J. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 348-371). Cambridge: Cambridge University Press. Klein, W., & Dittmar, N. (1979). Developing grammars. Berlin: Springer-Verlag. Light, R., Xu, M., & Mossop, J. (1987). English proficiency and academic performance of international students. TESOL Quarterly, 21(2), 251-261. Nold, E. W., & Freedman, S. W. (1977). An analysis of readers' responses to essays. Research in the teaching of English, 11: 164-174.

Sustaining the Reading Interests of Academically Oriented ESL Students

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Sustaining the Reading Interests of Academically Oriented ESL Students