Increasing students' reading motivation in home-reading lessons with extensive reading
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Many researchers, for example, Day and Bamford (1998), Prowse (2002), Maley (2008) and Grabe (2009) have brought out a number of key characteristics of extensive reading in language learning. Simply put, extensive reading is reading a lot of books that are easy to understand without a dictionary, so that the activity is enjoyable and fun. It is different from intensive reading which is reading a short and troublesome text slowly and deliberately. (Donaghy, 2016) The main purpose of the thesis is to answer the questions whether the amount of reading done has diminished recently and if it has, then how to motivate students to read more literature or any other interesting text during their free time. It also tries to find out the attitudes of students towards home-reading and, based on the results of the research carried out, to suggest procedures that could be used in home-reading lessons. In order to study students’ home reading activities and to enquire into their interest in reading books in general, the author of the present thesis carried out a questionnaire, in three schools in Tartu and one near the city (schools designated with the letters A, B, C and D). Schools A and B are schools with selective student in-take, which are compared to one regular school in Tartu (C) and one outside of the city (D). Making use of other research papers done in the same field and comparing the findings with the author’s own research, the author of the present thesis will suggest activities for an extensive reading programme. The thesis will consist of an introduction, three chapters (chapter I will contain the review of pertinent literature, chapter II will talk about study methodology, its data, analysis and the results, chapter III will contain the materials of home reading lessons that could be added to the extensive reading program) and a conclusion. The conclusion summarizes the results of the paper.
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