کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
360139 620437 2016 10 صفحه PDF سفارش دهید دانلود رایگان
عنوان انگلیسی مقاله ISI
Exploring teachers' practices and students' perceptions of the extensive reading approach in EAP reading classes
ترجمه فارسی عنوان
بررسی شیوه و دانش آموزان معلمان برداشت از رویکرد خواندن گسترده در کلاس های خواندن EAP
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کلمات کلیدی
خواندن گسترده؛ EAP؛ خواندن انگیزه؛ خواندن مقدار؛ شیوه های کلاس درس معلمان
موضوعات مرتبط
علوم انسانی و اجتماعی علوم انسانی و هنر زبان و زبان شناسی
چکیده انگلیسی


• EAP students' reading motivation is enhanced after a semester of ER experience.
• EAP students read L2 texts as a leisure activity when they are encouraged to do so.
• Various context free and specific factors influence students' reading motivation.
• Various context free and specific factors influence students' reading amount.
• What teachers do influences developing students' reading habits.

The ability to teach effectively relies on understanding both teachers' classroom practices and students' motivation (Grabe & Stoller, 2011). This study focuses on the extensive reading (ER) approach in the English for Academic Purposes (EAP) context. It explores two teachers' classroom practices and the impacts of these practices on their students' second language (L2) reading motivation and reading amount. A quantitative analysis indicates that the reading motivation of one of the classes significantly increased, particularly in regard to values of intrinsic motivation, while the students in the other classes read comparatively larger amount with less of reading motivation enhancement throughout the course. A qualitative analysis shows that specific elements of these teachers' practices (e.g., the ER classroom activities and the degree and type of teacher guidance) as well as inherent characteristics of ER (e.g., reading for enjoyment, and the benefits to language skills of extensive L2 reading) affected the students' motivation and the amount they read. The study concludes by discussing its findings' pedagogical implications for ER in EAP settings.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of English for Academic Purposes - Volume 22, June 2016, Pages 32–41
نویسندگان
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