Relevant bibliographies by topics / Intensive vs. extensive reading

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Academic literature on the topic 'Intensive vs. extensive reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Intensive vs. extensive reading"

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O, Kyung-Mi. "An Extensive Reading Approach to Intensive Reading." Korean Journal of Applied Linguistics 31, no. 2 (June 30, 2015): 29. http://dx.doi.org/10.17154/kjal.2015.06.31.2.29.

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Muchtar, Naely. "Intensive reading and extensive reading in teaching reading comprehension." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 2 (June 4, 2020): 1–13. http://dx.doi.org/10.21831/lingped.v1i2.18687.

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The research investigated the implementation of Intensive Reading (IR) and Extensive Reading (ER) that is suitable for English class in Polytechnic that focuses on the ability of English practice. This research is a Classroom Action Research (CAR), which consists of three stages, namely pretest, treatment, and posttest. Based on the results of the pretest, it can be concluded that reading skill of the second semester students from Computer and Networking Engineering study program before the implementation of IR and ER method were still relatively low, in the classification of poor (25%) represented by 11 students and in very poor classification (18.2%) achieved by 8 students. After three times treatment by using three different articles for English reading text, the reading skill of students increased significantly in the presence of 2 students (4.5%) in the classification of very good and there were only 6 students were in poor and very poor classification. Based on posttest result, reading skill of students enhance significantly with 5 students (11.4%) were in very good classification.
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Miftah, M. Zaini. "IMPLEMENTATION OF INTENSIVE-EXTENSIVE READING STRATEGY TO IMPROVE READING COMPREHENSION." Journal on English as a Foreign Language 3, no. 1 (December 25, 2015): 21. http://dx.doi.org/10.23971/jefl.v3i1.59.

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Do, Dung Thi Thanh. "News Report: A Blended Extensive Reading and Intensive Reading Activity." Journal of Development Research 1, no. 2 (November 1, 2017): 55. http://dx.doi.org/10.28926/jdr.v1i2.23.

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Reading plays an important role in widening knowledge and learning languages, but it is also a challenge. Although Vietnamese learners often get higher marks in English reading tests in comparison to other skills, students low motivation to read and their lack of general background knowledge are obvious. This presentation introduces News Report, a blended Extensive Reading - Intensive Reading activity. The process is consisted of four stages: choosing news, summarizing, making a glossary and presenting. The activity is designed with an aim of establishing the reading habit for learners to widen their knowledge and learn the target language simultaneously. As observed, it is unlikely to formulate the reading habit this way but it helps to guide students how to read effectively on their own. Participants will learn a multi-purpose reading activity and know how to apply it on their own or in their classroom.
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Carrell, Patricia L., and Joan G. Carson. "Extensive and intensive reading in an EAP setting." English for Specific Purposes 16, no. 1 (January 1997): 47–60. http://dx.doi.org/10.1016/s0889-4906(96)00031-2.

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Al-Homoud, Faisal, and Norbert Schmitt. "Extensive reading in a challenging environment: a comparison of extensive and intensive reading approaches in Saudi Arabia." Language Teaching Research 13, no. 4 (October 2009): 383–401. http://dx.doi.org/10.1177/1362168809341508.

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Umarkanova, Svetlana Zh. "EXTENSIVE AND INTENSIVE READING: GOALS OF TEACHING, DIFFICULTIES OF STUDYING, PERSPECTIVES OF DEVELOPING." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2020): 132–40. http://dx.doi.org/10.28995/2073-6398-2020-3-132-140.

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This article is devoted to reading, one of the most common types of speech activity in a non-linguistic university. The subject of the research is two types of academic reading i.e. intensive and extensive that are widely used in the process of teaching a foreign language. Each of the presented types of reading has its own inherent features and benefits. Extensive reading is able to create a kind of language environment for students in which they plunge in the process of working at the text, experiencing intellectual and aesthetic pleasure from the full-scale comprehension of what they read. Intensive reading, in contrast to extensive reading, is aimed at understanding the lexical, grammatical and contextual meanings to comprehend the plot details and implicit meanings. In conclusion, the author puts forward a hypothesis according to which extensive and intensive types of reading contribute to faster and more successful (than all other types of speech activity) acquisition of a foreign language despite the limited number of class hours devoted to its study in a non-linguistic university. However, it is necessary to think of methodology applied and to pay attention to the thorough selection of texts (for teaching these types of reading), the criterion of which is their entertaining plot and correspondence to the intellectual and linguistic level of students.
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Rahman, Musdalifah Ifah. "The Optimization of Blended Learning in Extensive and Intensive Reading Course." MAJESTY JOURNAL 2, no. 2 (July 14, 2020): 8–17. http://dx.doi.org/10.33487/majesty.v2i2.530.

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This study aimed to describe 1) the application of Blended Learning in extensive and intensive reading subjects, and (2) the students’ perception of the application of blended learning. The subject of this study was the students of the English education department at the Muhammadiyah University of Enrekang. The data in this study were the activities of students and the lecturer in the teaching and learning processes and the students’ perception of the learning process in the classroom. The results showed that (1) the students and the lecturer were actively engaged in live learning and online conversation, and (2) the students had a positive perception of learning.
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Erguvan, Deniz. "Students’ Attitudes towards Extensive and Intensive Reading and Instructors’ Motivational Strategies." Arab World English Journal 7, no. 2 (June 15, 2016): 136–50. http://dx.doi.org/10.24093/awej/vol7no2.9.

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Li, Zhanfang. "A Case Study of Two College Students’ Reading Strategies and Their Writing Styles." Journal of Arts and Humanities 5, no. 7 (July 21, 2016): 15. http://dx.doi.org/10.18533/journal.v5i7.972.

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<p>The importance of integrating reading and writing has aroused many people’s interest, and how to bridge the gap between input (reading) and output (writing) is regarded as an urgent necessity. However, input does not equal to intake, and to achieve the stage of intake, the reader’s conscious attention to the input is necessary, which is commonly realized in the reading process, either by intensive reading (focus-on-form) or extensive reading (focus-on-meaning). Previous studies put more emphasis on extensive reading, while this study is based on the assumed different effects of reading strategies upon writing styles, that is, intensive reading may guarantee accurate writing and extensive reading may promote fluent writing. Therefore the relationship between two college students’ reading strategies and writing styles is the focus of this study. The research lasts for 16 months (August, 2014 - December, 2015), during which all their journal writing pieces, their term papers, together with their compositions in the final exams, are used as the written data, while materials concerned with their reading strategies are collected by a questionnaire, two interviews, as well as their written self-reflections. Results show that extensive reading with a subconscious focus-on-meaning tends to enhance the fluency of writing while intensive reading with a conscious focus-on-form is more likely to promote the writing accuracy. Findings suggest that production is based on intake, which is the result of either the subconscious or conscious attention to both the language meaning and language form. </p>
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Dissertations / Theses on the topic "Intensive vs. extensive reading"

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Park, A. Young. "A comparison of the impact of extensive and intensive reading approaches on the reading fluency, vocabulary knowledge and reading attitude of Korean secondary EFL learners." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682718.

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The Extensive Reading (ER) approach encourages learners to read large amounts of easy-to-understand material based on their individual interests and reading level. Although a number of empirical studies have confirmed the positive impact of ER on English as a Foreign Language (EFL) learners at tertiary educational institutions, few studies have focused on EFL learners at secondary schools. Exploring whether the ER approach can demonstrate a positive impact on secondary school EFL learners is of particular practical interest, since these learners are generally considered to be 'slow readers ' who have just begun reading in English. Situated in the Korean EFL secondary context, this quasi-experimental study compares the impact of ER with that of the conventional Intensive Reading (JR) approach on learners' reading fluency, vocabulary knowledge and reading attitude. Unlike the ER approach, JR primarily focuses on close translation or analysis of relatively short reading materials that are used to exemplify specific aspects of vocabulary and grammar. Furthermore, the current study investigates how the ER and IR approaches impact on secondary EFL learners at each proficiency level - advanced, intermediate and low. One class of 36 students participated in a 12-week ER course, while another class of37 paJ1icipated in a 12-week IR course. The findings showed that the ER approach has a significantly more positive overall effect on secondary EFL learners' reading fluency, vocabulary knowledge and reading attitude than the IR approach. Moreover, the findings revealed that learners at different English proficiency levels benefit differently from ER and IR in reading fluency and vocabulary knowledge. That is, advanced and intermediate level learners benefit more from the ER approach, while low level learners benefit more from the IR approach. These results reveal that learners' proficiency significantly affects their reading fluency and vocabulary knowledge but not their reading attitude. More specifically, advanced and intermediate level learners benefit more from the ER approach in relation to their reading fluency and vocabulary knowledge development, while low level learners benefit more from the IR approach.
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Katsumata, Yuriko. "The development and empirical substantiation of Japanese pedagogical materials based on kabuki." Thesis, 2020. http://hdl.handle.net/1828/11762.

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Many researchers (e.g., Nation, 2001, 2015; Schmitt, 2000) have recognized the importance of vocabulary learning in second language (L2) or additional language (AL) acquisition. The strong effects of lexical and background knowledge on L2reading comprehension have similarly been found in various studies (e.g., Hu & Nation, 2000; Rokni & Hajilari, 2013). In the case of Japanese language, the opportunities for acquiring the lexical and background knowledge associated with Japanese history and culture, especially traditional culture, are scant, because only a small number of Japanese pedagogical materials deal minimally with these topics. Meanwhile, many learners are motivated to study Japanese because of their interest in Japanese history and culture, according to a survey conducted by the Japan Foundation in 2012. This project aimed to increase the opportunities for learning Japanese history and traditional culture through the development of new pedagogical materials based on kabuki, and then the empirical evaluation of the developed pedagogical materials. Nine Chinese-as-a-first-language Japanese learners at the upper-intermediate level participated in the nine-week online course, including the pre- and post-course tests in the first and last weeks. Employing a multi-method research approach, the study examined the changes in learners’ lexical and background knowledge related to Japanese history and culture, their reading comprehension, and their interest in kabuki. Four kinds of multiple-choice tests were administered to collect the quantitative data. In addition, the qualitative data were gathered through the pre- and post-course questionnaires and post-course individual interviews. Overall, the findings indicated that almost all participants increased their background knowledge of kabuki, as well as their vocabulary related to kabuki and general theatrical performances. The results in other areas, such as historical vocabulary, vocabulary depth, reading comprehension, and historical background knowledge were mixed. Further, concerning the depth of vocabulary knowledge, it was found that the learning of vocabulary depth was more difficult than learning of vocabulary breadth. Likewise, the knowledge of use, such as collocations and register constraints, was found to be more difficult to learn than other aspects of vocabulary depth. The participants’ reports in the post-course questionnaire and individual interviews showed that most participants seemed to have increased their interest in kabuki. Overall, the first-of-their-kind developed pedagogical materials contributed to the development of lexical and background knowledge, specifically knowledge associated with Japanese traditional culture and history. This study may provide a model for an evidence-based approach to the development of pedagogical materials that practitioners can adopt or adapt.
Graduate
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Yang, Hsiu Ya, and 楊琇雅. "The Effects of Traditional, Intensive and Extensive Reading Instruction on Vocational High School Low Achievers in the Performance of Cloze Test." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/85835356275984685193.

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碩士
國立政治大學
英語教學碩士在職專班
96
This study is intended to probe into the effects of traditional, intensive and extensive reading instruction on vocational high school low achievers in the performance of cloze test. Ninety-five language low achievers of the first grade at a northern vocational high school participated in this study. Their language proficiency was examined by the GEPT Elementary Level. After a three-month reading instruction, a 55-item cloze test was administered to these participants. The post-test indicated that the experimental groups improved significantly in grammar, vocabulary& phrases, and overall performance when compared with the control group. However, the improvement failed to reach the significant level for these two experimental groups. Besides, students in the experimental groups showed positive attitudes toward the reading activity and expressed willingness to be engaged in the reading activity in the future. The study could serve as a reference for language teachers in helping low achievers improve their cloze test performance, and provide insights into the feasibility of the extensive and intensive reading activity for low achievers.
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Phillips, Susan. "The effects of an intensive reading programme on the academic performance of post-matric English Second Language students in Science." Thesis, 2004. http://hdl.handle.net/10500/2138.

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Reading is considered to be a vital skill for academic success, yet it is seldom taught to or practised with students. Students begin to `read to learn' during primary and secondary schooling. However, at tertiary level the academic demands are much greater than before and involve more extensive reading of conceptually more complex texts. This study investigates the implementation of an intensive reading programme for post-matric English Second Language Science students, based on the assumption that reading improves reading. In addition, this study investigates the effect that reading ability has on academic performance in Science, which relies inter alia, on the ability to read, comprehend and interpret word problems. An intervention group and a control group were used to ascertain the effects of an intensive reading programme and the findings suggest that any reading (intensive or extensive) improves reading and language skills. This in turn impacts on academic performance in Science, if students have an ability in Science to begin with.
Linguistics
MA - SP APPLIED LINGUISTICS
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Books on the topic "Intensive vs. extensive reading"

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Champollion, Lucas. Measure functions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198755128.003.0007.

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This chapter explains the linguistic relevance of the difference between extensive measure functions like volume and intensive measure functions like temperature, as illustrated by the pseudopartitives thirty liters of water vs. thirty degrees Celsius of water (Krifka 1998, Schwarzschild 2006). Subsuming these previous accounts, stratified reference correctly predicts the monotonicity constraint: such constructions disallow measure functions that generally return the same value on an entity and on its parts. For example, in order for *thirty degrees Celsius of water to be acceptable, it would have to describe a water entity whose parts are colder than itself; but there are no such entities. Stratified reference relativizes unboundedness to just one dimension or measure function at a time. This makes it possible to account for examples like five feet of snow even though not every part of a five-foot layer of snow is less than five feet high.
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Book chapters on the topic "Intensive vs. extensive reading"

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""You have beaten me . . . in the argument of extensive vs. intensive studies"." In Doing Fieldwork, 135–50. Routledge, 2017. http://dx.doi.org/10.4324/9780203793022-14.

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Hardie, Philip. "Another look at Virgil’s Ganymede." In Classics in Progress. British Academy, 2006. http://dx.doi.org/10.5871/bacad/9780197263235.003.0014.

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The twentieth century was marked by an accelerating intensity of critical attention to Virgil, triggered initially by a revaluation of the merits of Latin literature in comparison to its Greek models. This chapter takes a short passage of the Aeneid, what might appear little more than a vignette, and offers a reading both intensive in its detailed teasing out of the text, and extensive in the networks of allusion and meaning in which this passage is caught. It draws on some of the reader-response approaches which developed in the later part of that century. Michael Putnam's interpretation lays emphasis on elements that are suppressed in this description of the Ganymede story: Jupiter's erotic delight in his human prey, and the triumphant elevation of the boy to immortality on Olympus.
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Conference papers on the topic "Intensive vs. extensive reading"

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Kanazawa, Naoshi. "EXTENSIVE AND INTENSIVE READING MATERIAL ON THE INTERNET - SEAMLESS STUDYING ANYTIME, ANYWHERE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2186.

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Alipour K, Mehdi, Bin Dai, Jimmy Price, Christopher Michaell Jones, Darren Gascooke, Anthony VanZuilekom, Hoda Tahani, et al. "AUTO-NAVIGATION ON PRESSURE AND SAMPLING LOCATION IN WIRELINE AND LWD: BIG DATA CHALLENGES AND SOLUTIONS." In 2021 SPWLA 62nd Annual Logging Symposium Online. Society of Petrophysicists and Well Log Analysts, 2021. http://dx.doi.org/10.30632/spwla-2021-0092.

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Measuring formation pressure and collecting representative samples are the essential tasks of formation testing operations. Where, when and how to measure pressure or collect samples are critical questions which must be addressed in order to complete any job successfully. Formation testing data has a crucial role in reserve estimation especially at the stage of field exploration and appraisal, but can be time consuming and expensive. Optimum location has a major impact on both the time spent performing and the success of pressure testing and sampling. Success and optimization of rig-time paradoxically requires careful and extensive but also quick pre-job planning. The current practice of finding optimum locations for testing heavily rely on expert knowledge. With nearly complete digitization of data collection, the oil industry is now dealing with massive data flow giving rise to the question of its application and the necessity to collect. Some data may be so called “dark data” of which a very tiny portion is used for decision making. For instance, a variety of petrophysical logs may be collected in a single well to provide measures of formation properties. The logs may include conventional gamma ray, neutron, density, caliper, resistivity or more advanced tools such as high-resolution image logs, acoustic, or NMR. These data can be integrated to help decide where to pressure test and sample, however, this effort is nearly exclusively driven by experts and is manpower intensive. In this paper we present a workflow to gather, process and analyze conventional log data in order to optimize formation testing operations. The data is from an enormous geographic distribution of wells. Tremendous effort has been performed to extract, transform and load (ETL) the data into a usable format. Stored files contains multi-million to multi-billions rows of data thereby creating technology challenges in terms of reading, processing and analyzing in a timely manner for pre-job planning. We address the technological challenges by deploying cutting-edge data technology to solve this problem. Upon completion of the workflow we have been able to build a scalable petrophysical interpretation log platform which can be easily utilized for machine learning and application deployment. This type of data base is invaluable asset especially in places where there is a need for knowledge of analogous wells. Exploratory data analysis on worldwide data on mobility and some key influencing features on pressure test and sampling quality, is performed and presented. We further show how this data is integrated and analyzed in order to automate selection of locations for which to formation test.
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Reports on the topic "Intensive vs. extensive reading"

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Coughlin, Cletus C., and Howard J. Wall. Ethnic Networks and Trade: Intensive vs. Extensive Margins. Federal Reserve Bank of St. Louis, 2010. http://dx.doi.org/10.20955/wp.2010.016.

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You might also be interested in the extended bibliographies on the topic 'Intensive vs. extensive reading' for particular source types:
Journal articles
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