Journal articles: '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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Alsheikh, Negmeldin, Maha Omar Alhabbash, Xu Liu, Safa Ahmed AlOthali, and Najah Obaid Al Mohammedi. "Exploring the Interplay of Free Extensive Voluntary ESL Reading with Intensive Reading of Arabic Native Speakers." International Journal of Instruction 13, no. 4 (October 1, 2020): 295–314. http://dx.doi.org/10.29333/iji.2020.13419a.

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Lotz, Shevchenko, and Waller. "Intensive vs Extensive Margin Tradeoffs in a Simple Monetary Search Model." Annales d'Économie et de Statistique, no. 86 (2007): 139. http://dx.doi.org/10.2307/20079198.

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Celik, Bunyamin. "Effects of Extensive Reading on Learners: How It Develops Certain Points in Vocabulary and Sentence Structure." International Journal of English Linguistics 8, no. 2 (December 23, 2017): 73. http://dx.doi.org/10.5539/ijel.v8n2p73.

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This study will handle extensive reading and its impacts on foreign language learning. There is much research on it and how it differs from intensive reading. This study reviewed the related literature and looked into adult learners of English in elementary and pre-intermediate level. Certain types of vocabulary was picked from a story and the participants’ knowledge was tested before and after reading in order to check and note down the changes that extensive reading provided. Moreover, their knowledge about sentence structure was also examined and the change of attitude was inserted in the study. Although extensive reading has nothing or very little with pronunciation, some important points were illuminated in the study.

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Park, A. Young. "Comparison of the Impact of Extensive and Intensive Reading Approaches on the Korean EFL Learners’ Reading Rate and Reading Comprehension Development." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 131. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.131.

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Extensive Reading (ER) is a reading approach that aims to make covering large amounts of reading material enjoyable for language learners. Many experimental studies have showed the effectiveness of the ER approach on reading fluency, the ability to read words and process text rapidly and accurately. Though revealing, these findings need to be interpreted with caution due to methodological defects in the measurement of reading fluency in these ER studies. This quasi-experimental study compared the effect of the ER approach with that of the conventional Intensive Reading (IR) approach on EFL learners’ reading rate and reading comprehension with regard to leaners’ proficiency level. Over a 12-week timespan, two intact classes of 72 Korean secondary students received either ER (N = 36) or IR (N = 36) instruction, with pre- and post- differences in performance examined with regard to proficiency level. Results of an ANCOVA revealed that students’ reading rate and comprehension increased significantly more from the ER approach than from the IR approach. That is, students from the ER group significantly increased their reading rate in comparison to the IR group without impairing reading comprehension. More specifically, the ER approach had a greater positive impact on the learners’ reading rate than the IR approach irrespective of participants’ English proficiency level. However, in terms of reading comprehension, the advanced and intermediate level learners benefited more from the ER approach, while the low level learners benefited more from the IR approach.

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Park, A. Young. "A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners." Studies in Second Language Learning and Teaching 10, no. 2 (June 29, 2020): 337–58. http://dx.doi.org/10.14746/ssllt.2020.10.2.6.

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Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners’ attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners’ reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants’ reading attitudes in comparison with the IR approach.

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Daija, Pauls. "The Development of Peasants’ Reading Habits in Courland and Livonia in the 18th Century*." Knygotyra 76 (July 5, 2021): 27–50. http://dx.doi.org/10.15388/knygotyra.2021.76.74.

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The article explores the development of peasants’ reading habits over the 18th century in the Latvian-inhabited Lutheran regions of Russia’s Baltic provinces Courland/Kurzeme and Latvian Livonia/Vidzeme. By analysing the transition from intensive to extensive reading patterns, as well as from loud and ceremonial to silent and private reading, insight into the available statistical sources and information from subscription lists is provided and the observations of contemporaries are scrutinized. The views on Latvian peasants’ reading habits expressed by Baltic-German Lutheran parsons Friedrich Bernhard Blaufuß, Joachim Baumann, Christian David Lenz, Johann Friedrich Casimir Rosenberger, Alexander Johann Stender, as well as those published by Johann Friedrich Steffenhagen, are discussed within the context of urban and middle-class reading patterns. While the number of literate peasants in the 18th century was high, reaching one third in Courland and two thirds in Livonia by the turn of the 19th century, the motivation for reading and everyday habits differed, and while extensive reading increased, before the 1840s, the Baltic rural society did not see a phenomenon similar to the European middle-class reading revolution. The article focuses on differentiating among various types of readers, divided according to their confessional lines (Herrnhutian Brethren or Lutheran Orthodox Church), social standing (reading patterns were different depending on rural professions) or generation (the older generation tended to prefer loud and ceremonial religious reading while the younger generation more often adopted silent, private and secular reading). The collective reading of books has been explored by demonstrating how it allowed combining the reading of books with other activities and also performed a socializing function. The available sources demonstrate that quiet reading did not replace reading aloud, in the same way that extensive reading did not replace intensive, but all reading practices continued to co-exist alongside each other, creating an increasingly diverse and saturated reading experience.

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Widiyaningrum, P., L. Lisdiana, and N. R. Utami. "EGG PRODUCTION AND HATCHABILITY OF LOCAL DUCKS UNDER SEMI INTENSIVE VS EXTENSIVE MANAGEMENTS." Journal of the Indonesian Tropical Animal Agriculture 41, no. 2 (July 1, 2016): 77–82. http://dx.doi.org/10.14710/jitaa.41.2.77-82.

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The study aimed to compare the egg production and hatchability of local ducks under different management systems, namely semi-intensive and extensive. The research conducted was an experimental one-way classification withtwo treatments.Each treatment used 15 male and 120 females (mating ratio 1:8), and ducks aged 13-14 months. Eggs production was recorded during three weeks period. About300 eggs were selected from each treatment to be hatched. Fertility was observedat 4th days of hatching process using egg candler. Data of eggs production, eggs weight, fertility,and hatchability were analyzed using unpaired two sample Student’s t-test. The results showed that average of egg weight, fertility and hatchability were notdifferent under two managementsystem, but egg production in the semi-intensive maintenance was significantly higher (P<0.05) thanthose inthe extensive system.Egg production in the semi-intensivewas 12.3% higher than those in the extensive.In conclusion, the semi-intensive system that is applied in this study the number of eggs production but did not affect the average of egg weight, fertility and hatchability.

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Teiji, Kosukegawa, and John Whitman. "On the Significance of the Glosses in Vietnamese Classical Chinese Texts." Journal of Vietnamese Studies 13, no. 3 (2018): 29–50. http://dx.doi.org/10.1525/vs.2018.13.3.29.

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Vernacular reading—reading Classical Chinese texts in the local vernacular—was practiced throughout the Sinosphere, everywhere people adopted Chinese characters to write and read. Recent research indicates that it took place in Vietnam as well. In this paper, we introduce the variant of this practice found in Japan: kanbun kundoku (漢文訓讀). We then use the extensive documentation of the annotation, glossing, and punctuation of texts in Japan and China to identify similar practices in Vietnamese texts. Using materials digitized by the Vietnamese Nôm Preservation Foundation for the National Library of Vietnam (NLV) as well as materials housed at Thắng Nghiêm and Phổ Nhân temples, we identify reading glosses, pòyīn, proper name glosses, reference marks, and punctuation, added in black or vermillion ink depending on the type of annotation. We suggest that further study of such annotations will help clarify the ways in which Vietnamese readers learned, studied, and read Classical Chinese.

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Debbita, Tan Ai Lin, Pandian Ambigapathy, and Jaganathan Paramaswari. "READ+ vs. READ : Investigating Extensive Reading and Vocabulary Knowledge Development Among Malaysian Remedial ESL Learners." Journal of AsiaTEFL 15, no. 2 (June 30, 2018): 349–64. http://dx.doi.org/10.18823/asiatefl.2018.15.2.6.349.

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JAJDELSKA, ELSPETH. "PEPYS IN THE HISTORY OF READING." Historical Journal 50, no. 3 (August 28, 2007): 549–69. http://dx.doi.org/10.1017/s0018246x07006255.

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ABSTRACTThe history of reading is a comparatively recent field. Work to date has been diverse both in period and methodology, ranging from case studies of individuals to statistical analyses of populations. This diversity means that it can be hard to discern either a broadly agreed narrative of reading practices or a clear set of debates. However, a range of scholars have emphasized contrasts between intensive and extensive reading, oral and silent reading, utilitarian and recreational reading, and public and private reading. These contrasts have been aligned with historical periods, with oral reading, for example, being associated with early modern reading in contrast to later periods. This article analyses the reading practices of Samuel Pepys and concludes that his example supports a contrast between a more intensive, oral, utilitarian, and public reading in the seventeenth century and that of later periods. Pepys's reading practices are also shown to have profound effects on his interpretation of texts. He sees texts of all genres as scripts to be performed by particular individuals, and judges them according to their suitability for this performance in a specific context.

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Martos Núñez, Eloy, and Aitana Martos García. "Categorizaciones de la lectura y praxis cultural en la era digital: distant reading vs. close reading." Investigación Bibliotecológica: archivonomía, bibliotecología e información 32, no. 74 (January 25, 2018): 19. http://dx.doi.org/10.22201/iibi.24488321xe.2018.74.57904.

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El artículo examina los conceptos de distant reading yclose reading en función del contexto de abundancia deinformación y de los distintos fenómenos de la praxiscultural de la era digital, desde los modelos educativosclásicos hasta las modernas corrientes culturales. Revisalas aproximaciones de Franco Moretti y otros autores.Concluye que en el actual contexto de hibridacióny de globalizacion de contenidos, la escuela y la bibliotecadeben aprender de las prácticas culturales alternativasy hacer un esfuerzo por recuperar la lectura intensivabajo otros supuestos y con otras estrategias.AbstractThrough a review of the work of Franco Moretti andothers, this paper examines the concept of distantreading and close reading in recognition of abundantinformation and diverse phenomena of cultural praxisof the digital age, ranging from the traditional educationmodels to modern cultural currents. The paperconcludes that in the current context of globalizationand hybridization of contents, the school and the libraryshould learn from alternative cultural practicesand strive to return to intensive reading under otherassumptions and other strategies.

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Macalister, John. "Teaching reading: Research into practice." Language Teaching 47, no. 3 (June 3, 2014): 387–97. http://dx.doi.org/10.1017/s026144481400007x.

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In pre-service and in-service language teacher education, and in curriculum-related projects in second and foreign language settings, a recurrent issue is the failure to relate the teaching of reading to reading as a meaning-making activity. In this paper, I will consider what current research on second language (L2) reading has actually succeeded in bringing to the classroom. In doing this, I will examine the three obvious candidates for inclusion in a reading programme: extensive reading, reading fluency development, and intensive reading. For each of these I will give my perspective on what's getting through to teachers, and what isn’t, and my best guess as to why it isn’t. This leads to suggestions about areas for further research and other actions that need to be taken to improve classroom practice.

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Neisi, Leila, Mehrnnoosh Hajijalili, and Ehsan Namaziandost. "The Impact of Using Inverted Classrooms on Promoting Extensive versus Intensive Reading Comprehension among Iranian Upper-intermediate EFL Learners." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1513. http://dx.doi.org/10.17507/tpls.0912.07.

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This study aimed to investigate the impact of inverted classrooms on promoting Iranian EFL learners’ extensive and intensive reading comprehension. To fulfil, 60 Iranian upper-intermediate EFL students out of 90 were chosen based on an Oxford Quick Placement Test. The selected participants were randomly divided into two experimental groups; intensive reading group (n=20) and extensive reading group (n=20), and a control group (n=20). Then, the three groups were pretested. After that, the researcher put the participants of both experimental groups in two inverted classrooms. Each inverted classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. On the other hand, the control group receive no treatment and were taught in traditional instruction. The results of paired samples t-test and one-way ANOVA revealed that both experimental groups had better performance on their post-test compared to their pre-test. The results showed that there was not a significant difference between the performances of the experimental groups on the post-test. Finally, implications arising from the findings and suggestions for further research were explained.

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Heidenreich, Daniela, Eleonore Muetzel, Sebastian Kreil, Florian Nolte, Melanie Faust, Mohamad Jawhar, Anna Hecht, Wolf-Karsten Hofmann, and Stefan A. Klein. "Influence of the Insertion Site on Central Venous Catheter Related Complications in Patients Undergoing Allogeneic Hematopoietic Cell Transplantation, High Dose Therapy or Induction Therapy for Acute Leukemia." Blood 126, no. 23 (December 3, 2015): 1919. http://dx.doi.org/10.1182/blood.v126.23.1919.1919.

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Abstract Central venous catheters (CVCs) are extensively used in patients undergoing hematopoietic cell transplantation (HCT) or induction chemotherapy for acute leukemia. In these patients CVCs are placed routinely either via internal jugular (IJV) or subclavian veins (SCV). Several studies have compared rates of complications between both insertion sites, particularly in the intensive care unit setting. However, to our knowledge there are no data in the literature comparing the insertion sites IJV versus SCV in patients undergoing allogeneic HCT or high dose therapy for hematologic malignancies. Thus, it was the purpose of this study to analyze systematically complications of CVCs at the different insertion sites in these patients. Patients and methods: All consecutive patients who were treated in the unit for adult HCT at our institution from 01/2011 to 06/2013 were included into this retrospective analysis. Inclusion criterion was insertion of a CVC due to allogeneic HCT, autologous HCT or induction therapy for AML or ALL. 3-lumen standard CVCs (Arrow, Reading, PA) were placed after informed consent either via the IJV or the SCV. CVCs were inserted by experienced physicians after disinfection by 70% propanolol under full barrier precautions. The insertion site was chosen at the responsible physician´s own discretion. CVCs were covered by chlorhexidine gluconate impregnated dressings, either as transparent polyurethane (Tegaderm CHG, 3M, Saint Paul, MN) or as sponge dressing (Biopatch, Ethicon, Cincinnati, OH). No patient received a systemic antibiotic prophylaxis. Reasons for premature removal of CVCs were suspected or proven CVC-related blood stream infection (BSI), progression of local infections at the insertion site, or any other CVC related severe adverse event. End points of this study were local infections, fever, BSI, duration of catheterization per CVC, congestion of the CVC, thrombosis, pneumothorax and suspected or proven catheter related deaths. Results: During the study period 255 CVCs were placed in 170 consecutive patients [median age: 59 years (range 19-79), F: n=63; M: n=107] due to allogeneic HCT (65 patients, 101 insertions), autologous HCT (30 patients, 33 insertions) or induction therapy for AML or ALL (75 patients, 121 insertions). Underlying diseases were AML (n=102), ALL (n=9), MDS (n=15), MPN (n=4), lymphoma (n=21) or plasma cell neoplasia (n=19). Out of the 255 CVSs 155 (61%) were sited via the IJV and 100 (39%) via the SCV. Among the 101 CVCs in the allogeneic HCT group 60 (60%) were placed in the IJV and 41 (41%) in the SCV. The median duration of catheterization/per CVC for the entire group was 16 days (range 3-49, IJV: 17, SCV: 15 days, ns). The corresponding data for the allogeneic HCT group were 18 (IJV) and 17 day (SCV). The events fever or local infection occurred in 75% (45/60) of IJV- and in 95% (39/41) of SCV-CVCs (p=0.0084) in the allogeneic HCT group. Moreover, in SCV-CVCs these events arose significantly earlier (median time to event 7 vs. 10 days in the IJV (p=0.012). Focusing only on the event local infection the results were also superior for the IJV-CVCs: 28/60 (47%) vs. 29/41(71%) for SCV-CVCs (p=0.026). For the entire cohort of CVCs data were similar: The events fever or local infection occurred in 127/155 (82%) of IJV- and 95/100 (95%) of SCV-CVCs (p=0.025). Median time to these events were 8 (IJV) vs. 10 days (SCV, p=0.0009). For local infections alone the differences were even more pronounced: 81/155 (IJV: 52%) vs. 81/100 (SCV: 81%, p<0.0001). There were no significant differences in the frequency of BSI between the insertion sites [entire group: IJV 46/155 (30%), SCV 20/100 (20%); allogeneic HCT group: IJV 14/60 (23%), SCV 12/41 (29%)]. Thrombosis or pneumothorax occurred only once, both with SCV-CVCs. Congestion of CVCs occurred in 20% (31/155) IJV- and in 24% (24/100) of SCV-CVCs (ns), respectively. Data for allogeneic HCT were 25% (15/60) in IJV- and 27% (11/41) in SCV-CVCs (ns). Out of the entire cohort 10 patients (7 x allogeneic HCT, 3 x induction therapy) died with an inserted CVC. 5 of them died due to BSI and therefore potentially CVC-related (3 x IJV, 2 x SCV). Conclusions: In contrast to earlier studies on patients without hematologic malignancies these data demonstrate clearly that CVCs placed in the SCV are not superior. Moreover, local infections and fever occurred significantly earlier and more frequent in SCV-CVCs in patients undergoing allogeneic HCT. Disclosures No relevant conflicts of interest to declare.

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Sachs, Jonathan, and Andrew Piper. "Technique and the Time of Reading." Publications of the Modern Language Association of America 133, no. 5 (October 2018): 1259–67. http://dx.doi.org/10.1632/pmla.2018.133.5.1259.

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What time is it when we read? There are many answers to this question. Time might refer to a particular day of the week, as in Sunday reading, a practice that Christina Lupton finds has spanned both religious and secular contexts. Or time might imply a sense of pace, that reading is something we do quickly or slowly, which Rolf Engelsing suggests when he distinguishes between intensive and extensive reading. Or perhaps time is more periodic, an argument one finds in Deidre Lynch's work on nineteenth-century habitual reading or Christopher Cannon's work on medieval practices of rereading. Or time could be closer to an idea or topos, as in Mikhail Bakhtin's notion of the chronotope like idyllic time. Finally, for someone like Gerard Genette the time of reading is fundamentally about anachronism, the nonlinear nature of narrative time.

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Park, A. Young, Talia Isaacs, and Helen Woodfield. "A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners." Applied Linguistics Review 9, no. 1 (March 26, 2018): 113–34. http://dx.doi.org/10.1515/applirev-2017-0025.

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AbstractAlthough language experts have long advocated the use of Extensive Reading (ER) to enhance vocabulary acquisition, the widespread use of the more traditional Intensive Reading (IR) approach prevails in English as Foreign Language (EFL) settings. Many experimental studies have attempted to demonstrate the benefits of using ER over IR in classroom contexts; however, none have demonstrated significant differences in learning gains. This quasi-experimental study involved the measurement of partial vocabulary knowledge of specific words encountered through reading to compare the effects of ER and conventional IR instruction on EFL learners’ vocabulary knowledge development. Two intact classes of 72 Korean secondary students (36/class) received either ER or IR instructional treatments over a 12-week timespan, with pre- and post- performance differences examined by proficiency level. ANCOVA results showed that students benefited significantly more from the ER than from the IR treatment in terms of their knowledge of the meanings and uses of target words. With regard to proficiency, advanced and intermediate level learners benefited more from ER, while low level learners benefited more from IR. These findings suggest that EFL practitioners should carefully consider their learners’ proficiency level when selecting a reading approach, in order to optimize learners’ vocabulary development.

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YAKUT, İlyas. "Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training." Eurasian Journal of Applied Linguistics 6, no. 1 (March 27, 2020): 101–18. http://dx.doi.org/10.32601/ejal.710224.

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Park, A. Young. ""The Effects of Extensive and Intensive Reading on the Development of Korean Secondary EFL Learners’ Vocabulary Knowledge"." Studies in English Education 22, no. 3 (September 30, 2017): 55–80. http://dx.doi.org/10.22275/see.22.3.03.

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Ghani, M. A., S. I. Bhuiyan, and R. W. Hill. "A model to evaluate intensive vs. extensive irrigation practices for irrigated rice production system in Bangladesh." Agricultural Water Management 20, no. 3 (December 1991): 233–44. http://dx.doi.org/10.1016/0378-3774(91)90020-j.

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Mirghasempoor Ahmadi, Seyyed Rasool. "The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge." Buckingham Journal of Language and Linguistics 10 (December 13, 2017): 1–17. http://dx.doi.org/10.5750/bjll.v10i0.1270.

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Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examine numerous effective factors on these dimensions. The present study aimed to show the effects of different vocabulary learning styles through extensive and intensive reading programs on depth and breadth aspects of vocabulary knowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translation in Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on their level of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation of participants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the reading comprehension items of MEPT show that they are all at the intermediate level of reading ability. Participants divided into three experimental groups randomly: two groups were in the extensive reading program with different form-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in the intensive reading program as intentional vocabulary learning style. Participants in these experimental groups read long stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) and Vocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also, determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results of Paired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the period between the pre- and post-test, but, there was a significant difference between the effects of incidental vocabulary learning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, there was a significant difference between the effects of the form-focused and meaning-focused task.

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Lukianenko, Liudmila. "SOME ASPECTS OF TEACHINHG EFFECTIVE READING TO FIRST- YEAR STUDENTS STUDYING ENGLISH AS THEIR MAJOR." English and American Studies 1, no. 16 (September 7, 2019): 80–88. http://dx.doi.org/10.15421/381910.

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Some aspects of teaching effective reading to first-year students studying English as their major at faculties of foreign languages in universities are considered. A broad range of blended extensive and intensive reading strategies, techniques and exercises are suggested at the pre-reading, while-reading and post-reading stages, which makes it possible to develop learners’ skills not only in reading for gist, but also for detailed comprehension. The main focus of the research is on reading techniques such as making predictions about the content of the text based on the title, subtitles and keywords; removing barriers to students’ understanding the text by using such monolingual ways of presenting vocabulary as matching words to their definitions, synonyms or opposites, guessing from context, explanation and others. Tasks directed at extracting some information from the text and analyzing its structure as well as exercises designed to use the extracted information in speaking and writing, which are connected with reading as a communication skill, are presented in the article. Some aspects of using techniques of expeditious reading, skimming and scanning, which enable first year students to vary the speed of reading and help them use reading materials effectively are treated.

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Dalcq, Anne-Catherine, Thomas Dogot, Yves Beckers, Yves Brostaux, Eric Froidmont, Frédéric Vanwindekens, and Hélène Soyeurt. "The Walloon farmers position differently their ideal dairy production system between a global-based intensive and a local-based extensive model of farm." PLOS ONE 15, no. 12 (December 3, 2020): e0223346. http://dx.doi.org/10.1371/journal.pone.0223346.

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Dairy farming systems are evolving. This study presents dairy producers’ perceptions of their ideal future farm (IFF) to ensure revenue, and attempts to determine the reasons for this choice, the environmental aspects related to this choice, the proximity between the current farm and the IFF and the requirements for reaching this IFF. Just before the end of the European milk quota, a total of 245 Walloon dairy producers answered a survey about the characteristics of their IFF and other socio-environmental-economic information. A multiple correspondence analysis (MCA) was carried out using seven characteristics of the IFF (intensive vs. extensive, specialised vs. diversified, strongly vs. weakly based on new technologies, managed by a group of managers vs. an independent farmer, employed vs. familial workforce, local vs. global market, standard vs. quality-differentiated production) to observe the relationships between them. Based on the main contributors to the second dimension of the MCA, this axis was defined as an IFF gradient between the local-based extensive (LBE) producers (26%) and the global-based intensive (GBI) producers (46%). The differences of IFF gradient between modalities of categorical variables were estimated using generalised linear models. Pearson correlations were calculated between the scores on the IFF gradient and quantitative variables. Finally, frequencies of IFF characteristics and the corresponding characteristic for the current situation were calculated to determine the percentages of “unhappy” producers. Some reasons for the choice of IFF by the producers have been highlighted in this study. Environmental initiatives were more valued by LBE than GBI producers. Low similarity was observed between the current farm situation of the respondents and their IFF choice. LBE and GBI producers differed significantly regarding domains of formation (technical and bureaucratic vs. transformation and diversification respectively) and paths of formation (non-market vs. market respectively). Two kinds of farming systems were considered by dairy producers and some socioeconomic and environmental components differed between them.

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Baumstark, Moritz. "Hume's Reading of the Classics at Ninewells, 1749–51." Journal of Scottish Philosophy 8, no. 1 (March 2010): 63–77. http://dx.doi.org/10.3366/e1479665109000517.

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This article provides a re-evaluation of David Hume's intensive reading of the classics at an important moment of his literary and intellectual career. It sets out to reconstruct the extent and depth of this reading as well as the uses – scholarly, philosophical and polemical – to which Hume put the information he had gathered in the course of it. The article contends that Hume read the classics against the grain to collect data on a wide range of cultural information which he could utilise for a number of literary and philosophical projects he was engaged in during the early 1750s. This reading soon came to pervade almost all aspects of Hume's literary activities of that period and resulted in what is here described as a fragmentary history of classical antiquity. As a result Hume's reading of the classics emerges from this article as both more extensive and more significant than has so far been acknowledged.

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Rocha-Neves, João, André Ferreira, Joel Sousa, António Pereira-Neves, José Vidoedo, Hélio Alves, José Teixeira, and Ana Azevedo. "Endovascular Approach Versus Aortobifemoral Bypass Grafting: Outcomes in Extensive Aortoiliac Occlusive Disease." Vascular and Endovascular Surgery 54, no. 2 (November 20, 2019): 102–10. http://dx.doi.org/10.1177/1538574419888815.

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Objective: Compare technical, clinical, and economic outcomes between endovascular and open approaches in patients with type D aortoiliac occlusive disease according to the TransAtlantic Inter-Society Consensus. Methods: Patients undergoing revascularization for type D aortoiliac lesions, either endovascular or open surgery approach, from 2 Portuguese institutions between January 2011 and October 2017 were included. The surgical technique was left to the surgeon discretion. Patients with common femoral artery affection, both obstructive and aneurysmatic, were excluded. Results: Twenty-seven patients underwent aortobifemoral bypass and 32 patients were submitted to endovascular repair. The patients undergoing endovascular procedure were more likely to present with chronic heart failure ( P = .001) and chronic kidney disease ( P = .022) and less likely to have a history of smoking ( P = .05). The mean follow-up period was 67.84 (95% confidence interval = 61.85-73.83) months. The open surgery approach resulted in a higher technical success ( P = .001); however, limb salvage and patency rates were not different between groups. Endovascular approach was associated with a shorter length-of-stay, both inpatient (6 vs 9 days; P = .041) and patients admitted in the intensive care unit (0 vs 3.81 days; P = .001) as well as lower hospital expenses (US$9281 vs US$23 038; P = .001) with a similar procedure cost (US$2316 vs US$1173; P = .6). No differences were found in the postsurgical quality of life. Conclusion: Endovascular approach is, at least, clinically equivalent to open surgery approach and is more cost-efficient. The “endovascular-first” approach should be considered for type D occlusive aortoiliac lesions.

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Syafii, Muhammad Lukman. "Using Online Short Stories to Improve the Reading Comprehension Ability." Register Journal 11, no. 2 (November 29, 2018): 168. http://dx.doi.org/10.18326/rgt.v11i2.168-191.

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Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability

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Huckin, Thomas, and James Coady. "INCIDENTAL VOCABULARY ACQUISITION IN A SECOND LANGUAGE." Studies in Second Language Acquisition 21, no. 2 (June 1999): 181–93. http://dx.doi.org/10.1017/s0272263199002028.

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It is widely agreed that much second language vocabulary learning occurs incidentally while the learner is engaged in extensive reading. After a decade of intensive research, however, the incidental learning of vocabulary is still not fully understood, and many questions remain unsettled. Key unresolved issues include the actual mechanism of incidental acquisition, the type and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for successful acquisition, the efficacy of different word-guessing strategies, the value of teaching explicit guessing strategies, the influence of different kinds of reading texts, the effects of input modification, and, more generally, the problems with incidental learning. This article briefly surveys the empirical research that has been done on these issues in recent years.

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Feldheiser, Aarne, Elena-Ioana Braicu, Tommaso Bonomo, Anne Walther, Lutz Kaufner, Klaus Pietzner, Claudia Spies, Jalid Sehouli, and Christina Fotopoulou. "Impact of Ascites on the Perioperative Course of Patients With Advanced Ovarian Cancer Undergoing Extensive Cytoreduction: Results of a Study on 119 Patients." International Journal of Gynecologic Cancer 24, no. 3 (March 2014): 478–87. http://dx.doi.org/10.1097/igc.0000000000000069.

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ObjectiveCytoreductive surgery for epithelial ovarian cancer (EOC) is the cornerstone of multimodal therapy and considered as a high-risk surgery because of extensive multivisceral procedures. In most patients, ascites is present, but its impact on the surgical and clinical outcomes is unclear.MethodsOne hundred nineteen patients undergoing surgical cytoreduction because of EOC between 2005 and 2008 were included. All surgical data and the individual tumor pattern were collected systematically based on a validated documentation tool (intraoperative mapping of ovarian cancer) during primary surgery. The amount of ascites was determined at the time of surgery, and 3 groups were classified (no ascites [NOA, n = 56], low amount of ascites [< 500 mL, n = 42], and high amount of ascites [HAS > 500 mL, n = 21]).ResultsGroup NOA compared with HAS showed less transfusions of packed red blood cells (median [quartiles], 0 [0–2] vs 0 [0–2] vs 3 [1–4] U; P < 0.001) and fresh frozen plasma (median [quartiles], 0 [0–2] vs 0 [0–4] vs 2 [2–6] U; P < 0.001). In addition, in patients with ascites, noradrenaline was administered more frequently and in higher doses. The postoperative length of stay in the intensive care unit was significantly shorter in the NOA versus the group with low amount of ascites and HAS (median [quartiles], 1 [0–1] vs 1 [0–2] vs 2 [1–5] days; P < 0.001). The hospital length of stay is extended in HAS compared with that in NOA (median [quartiles], 16 [13–20] vs 17 [14–22] vs 21 [17–41] days; P = 0.004). Postoperative complications were increased in patients with ascites at the time of surgery (P = 0.007).ConclusionsThe presence of a high amount of ascites at cytoreductive surgery because of EOC is associated with higher amounts of blood transfusions, whereas the length of hospital stay and the postoperative intensive care unit treatment are significantly prolonged compared with those of patients without ascites.

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Echegaray, Noemí, Rubén Domínguez, Vasco A. P. Cadavez, Roberto Bermúdez, Laura Purriños, Ursula Gonzales-Barron, Ettiene Hoffman, and José M. Lorenzo. "Influence of the Production System (Intensive vs. Extensive) at Farm Level on Proximate Composition and Volatile Compounds of Portuguese Lamb Meat." Foods 10, no. 7 (June 22, 2021): 1450. http://dx.doi.org/10.3390/foods10071450.

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Today’s society demands healthy meat with a special emphasis on integrated animal husbandry combined with the concern for animal welfare. In this sense, the raising of lambs in an extensive system has been one of the most common practices, which results in meats with high nutritional value. However, both the production system and the diet play a fundamental role in the chemical composition of the meat, which has a direct impact on the content of volatile compounds. Thus, the aim of this study was to determine the effect of two production systems (intensive and extensive) on the chemical composition and volatile profile of lamb meat. Twenty-eight lambs of the Bordaleira-de-Entre-Douro-e-Minho (BEDM) sheep breed were raised for meat production under the intensive or extensive system and were fed with concentrate and pasture, respectively. All animals were carried out in the muscle longissimus thoracis et lumborum. Results evidenced that all the composition parameters were affected by the production system. Extensively-reared lambs produced meat with the highest fat and protein contents, while these animals had the lowest percentages of moisture and ash. Similarly, the total content of volatile compounds was affected (p < 0.05) by the production system and were higher in the meat of lambs reared extensively. Furthermore, the content of total acids, alcohols, aldehydes, esters, ethers, furans and sulfur compounds as well as most of the individual compounds were also affected (p < 0.05) by the production system, whereas total hydrocarbons and ketones were not affected (p > 0.05). As a general conclusion, the production system had very high influence not only in proximate composition but also in the volatile compounds.

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Li, Mei. "Adult ESL Learners’ Reading Fluency and Comprehension: An Insight." Asian Education Studies 3, no. 3 (June 28, 2018): 37. http://dx.doi.org/10.20849/aes.v3i3.448.

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The present study aimed at exploring the elements affecting reading fluency and how to improve ESL learners’ reading fluency and comprehension. It was attempted to find whether ESL learners would perform better when taught through top-down or bottom-up reading instruction model. 54 Chinese freshmen with the same level of reading proficiency tested through College Entrance Exam participated in this study. Two experiments were designed. Experiment 1 was reading fluency practice in classroom while experiment 2 was bottom-up vs. top-down model in Extensive Reading course. Bottom-up approach, a traditional teaching method was used in Class 1 in which students enjoyed independent silent reading and more flexibility of doing their reading homework. As for those in Class 2, students were assigned to top-down processing instruction model where the instructor carried out partner reading with regular after-class reading assignment. Then, the treatment was run and finally, both groups received a reading comprehension post-test. The data were collected and analyzed. The results revealed that reading aloud to a partner is an efficient way for improving fluency compared with silent reading; the more models of fluent reading the students hear the better. Meanwhile the study indicates routine checking up is also helping in building learners’ fluency. The results also show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had little impact on comprehension. These figures have implications for the type of language instruction used in actual classrooms. In light of these findings, the researcher also offered recommendations for ESL instructors.

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Zav’yalova, O. S. "ON THE RELATIONSHIP BETWEEN TEACHING OBJECTIVES AND TEACHING RESOURCES IN THE ELECTRONIC COURSE ON EXTENSIVE AND INTENSIVE READING FOR FOREIGN STUDENTS." Tomsk State Pedagogical University Bulletin, no. 2 (2019): 82–89. http://dx.doi.org/10.23951/1609-624x-2019-2-82-89.

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Salimi, Asghar, and Sevda Sadighi Rad. "THE APPLICATION OF INTENSIVE AND EXTENSIVE TASK-BASED FORM-FOCUSED VS. TASK-SUPPORTED INSTRUCTION ON EFL LEARNERS’ WRITTEN TASK ACCURACY." IJAEDU- International E-Journal of Advances in Education 2, no. 6 (December 26, 2016): 365. http://dx.doi.org/10.18768/ijaedu.280564.

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Simoes, Catia, Bruno Paiva, David Martínez-Cuadrón, Juan-Miguel Bergua, Susana Vives, Lorenzo Algarra, Mar Tormo, et al. "Measurable residual disease in elderly acute myeloid leukemia: results from the PETHEMA-FLUGAZA phase 3 clinical trial." Blood Advances 5, no. 3 (February 3, 2021): 760–70. http://dx.doi.org/10.1182/bloodadvances.2020003195.

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Abstract The value of measurable residual disease (MRD) in elderly patients with acute myeloid leukemia (AML) is inconsistent between those treated with intensive vs hypomethylating drugs, and unknown after semi-intensive therapy. We investigated the role of MRD in refining complete remission (CR) and treatment duration in the phase 3 FLUGAZA clinical trial, which randomized 283 elderly AML patients to induction and consolidation with fludarabine plus cytarabine (FLUGA) vs 5-azacitidine. After consolidation, patients continued treatment if MRD was ≥0.01% or stopped if MRD was <0.01%, as assessed by multidimensional flow cytometry (MFC). On multivariate analysis including genetic risk and treatment arm, MRD status in patients achieving CR (N = 72) was the only independent prognostic factor for relapse-free survival (RFS) (HR, 3.45; P = .002). Achieving undetectable MRD significantly improved RFS of patients with adverse genetics (HR, 0.32; P = .013). Longer overall survival was observed in patients with undetectable MRD after induction though not after consolidation. Although leukemic cells from most patients displayed phenotypic aberrancies vs their normal counterpart (N = 259 of 265), CD34 progenitors from cases with undetectable MRD by MFC carried extensive genetic abnormalities identified by whole-exome sequencing. Interestingly, the number of genetic alterations significantly increased from diagnosis to MRD stages in patients treated with FLUGA vs 5-azacitidine (2.2-fold vs 1.1-fold; P = .001). This study supports MRD assessment to refine CR after semi-intensive therapy or hypomethylating agents, but unveils that improved sensitivity is warranted to individualize treatment and prolong survival of elderly AML patients achieving undetectable MRD.

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Sapaeva Barno Shanazarovna, Alimardonov Zohid Shukurullayevich,. "“DEVELOPMENT OF PROFESSIONAL COMPETENCE OF TEMURBEK SCHOOL STUDENTS IN THE PROCESS OF TEACHING ENGLISH”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5397–402. http://dx.doi.org/10.17762/pae.v58i1.2144.

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The article considers the problems of the effectiveness of the formation of professional competence in the study of English by students of the "Temurbek School". To achieve this goal, professionally oriented and competency-based approaches have been used, which involve redesigning the content of learning sessions and tasks to stimulate students’ interest. If more attention is paid to combining intensive and extensive types of reading texts, and on this basis to the level of readiness to build an individual route for learning a foreign language, then the effectiveness of the formation of professional competencies is expected to increase

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Burnett, Alan K., Donald Milligan, Robert K. Hills, Anthony H. Goldstone, Archie G. Prentice, Keith Wheatley, David C. Webb, and Brenda Gibson. "Does All-Transretinoic Acid (ATRA) Have a Role in Non-APL Acute Myeloid Leukaemia?: Results from 1666 Patients in Three MRC Trials." Blood 104, no. 11 (November 16, 2004): 1794. http://dx.doi.org/10.1182/blood.v104.11.1794.1794.

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Abstract ATRA has a key role in the treatment of APL where the presence of the PML-RARα protein is predictive of response. Pre-clinical data and some non-randomised clinical studies suggested that ATRA may enhance the effect of chemotherapy particularly based on its potential to reduce the Bcl2 expression which may thereby improve apoptotic responses to chemotherapy. We have evaluated this possibility in 3 randomised trials in remission induction in patients under 60 years (AML12) n=1097; in relapse (AML-HR) n=362; and as a non-intensive approach in older patients (AML14-non-intensive) n=207. In AML12 patients were randomised to receive standard induction chemotherapy options (ADE vs DAT or MAE vs DAT with Ara-C at either Ara-C 200mg/m2/day or 400mgs/m2/day). There was no significant difference in CR rate (83% vs 85%) or survival at 5 years (40% vs 36%) on ATRA or no ATRA overall or in any demographic, risk or treatment subgroup. Patients with high risk disease (adverse cytogenetics or less than PR after course 1 of induction) or relapse were randomised to receive Fludarabine/Ara-C or ADE with or without G-CSF, with or without ATRA for 60 days. The addition of ATRA made no overall impact on remission rate (61% vs 61%) or survival at 3 years (23% vs 27%). There was no subgroup where an advantage was seen. In AML14 patients not considered fit for intensive treatment were randomised to receive Hydroxyurea or Low Dose Ara-C with or without ATRA for 90 days. There was no evidence that patients who received ATRA derived any benefit either overall or within the treatment arms. In this extensive assessment, no advantage of adding ATRA to chemotherapy - as a continuous daily dose during induction - could be detected in any trial or in any subgroup within each trial.

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Mirghasempoor Ahmadi, Seyyed Rasool. "The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge." World Journal of English Language 7, no. 1 (March 31, 2017): 50. http://dx.doi.org/10.5430/wjel.v7n1p50.

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Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

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Maggi, Simona. "The Strange Case of Teaching English Through the Gothic Novel." Grove - Working Papers on English Studies 26 (October 24, 2019): 103–16. http://dx.doi.org/10.17561/grove.v26.a6.

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In this article I endeavour to encourage teachers of Secondary Education to use English literature in their English language lessons. Indeed, literature provides a huge amount of authentic reading materials, making the students practise extensive as well as intensive reading, which is crucial for the foreign language acquisition. Moreover, it is an enormous source of motivation, allowing students to give free rein to their imagination and enjoy their English lessons. The election of gothic fiction is linked to this latter purpose: the 19th gothic genre is generally well accepted by adolescents as it represents a way to reflect on themselves through a journey to “self-revelation”. The double personality/identity-theme of R. L. Stevenson’s novel The Strange Case of Dr Jekyll and Mr Hyde fits well into their interests and their quest for self-knowledge. It offers them the chance to process what they are going through in this often unstable stage of their journey into adulthood by trying to figure out their place in the world. Keywords: Reading skill, Literature in ELT, Gothic fiction, R. L. Stevenson, The Strange Case of Dr Jekyll and Mr Hyde, Double identity

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Biasi, Rita, Roberta Farina, and Elena Brunori. "Family Farming Plays an Essential Role in Preserving Soil Functionality: A Study on Active Managed and Abandoned Traditional Tree Crop-Based Systems." Sustainability 13, no. 7 (April 2, 2021): 3967. http://dx.doi.org/10.3390/su13073967.

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In traditional agricultural areas, where traditional crops (TCs) are cultivated, small farms are still highly represented. Located prevalently in marginal and sensitive areas, agricultural areas have undergone deep transformation. Smallholders have maintained the traditional asset of cultivation (extensive and low input requirement management) only to some extent. In some cases they have adapted traditional orchards into more intensive planting systems. Frequently, they have abandoned agriculture. The land use and management influence soil functions, i.e., the capability of a specific soil to provide key functions in terrestrial ecosystems. In order to assess whether small farms are environmentally sustainable, we used a set of soil quality indicators in three traditional tree crops in the Latium region (central Italy), like hazelnut, grapevine, and Citrus. The soil parameters, chemical, biological, and biochemical, were quantified under three different management models: extensive cultivation, intensive cultivation, and abandonment. The selected set of indicators proved to be able to discriminate adequately between the management models and to be suitable for the soil health assessment. Results proved that hazelnut orchards stored more organic C, independently from farming management, while vineyard showed the lower total organic carbon (TOC). The microbial carbon vs. organic carbon ratio (Cmic-to Corg ratio) was higher for vineyards and Citrus groves, denoting a more active degradation of soil organic matter. Soil enzymes (ESs) involved in C cycle were variable along the different treatments and mainly influenced by the C inputs to soil and soil cover, whereas those involved in N, P, and S cycles were higher in abandoned and extensive TCs. Overall, extensive cultivation performed better in terms of soil quality than intensive or abandonment. This study suggests that a transition to an agriculture based on agroecological principles and toward extensification would provide significant soil-based environmental benefits in marginal sensitive areas.

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Lewis, J. M., T. J. Klopfenstein, R. A. Stock, and M. K. Nielsen. "Evaluation of intensive vs extensive systems of beef production and the effect of level of beef cow milk production on postweaning performance." Journal of Animal Science 68, no. 8 (1990): 2517. http://dx.doi.org/10.2527/1990.6882517x.

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Joshi, V., B. Kirmani, and J. Zacharias. "Thoracotomy versus VATS: is there an optimal approach to treating pneumothorax?" Annals of The Royal College of Surgeons of England 95, no. 1 (January 2013): 61–64. http://dx.doi.org/10.1308/003588413x13511609956138.

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Introduction The 2010 British Thoracic Society guidelines recommend that a weighted decision be made by clinicians with regard to surgical intervention for pneumothorax as the video assisted thoracoscopic surgery (VATS) approach is better tolerated by patients but carries a higher rate of recurrence (5% vs 1%). Methods Overall, 163 patients underwent surgical intervention for pneumothorax at our institution and data were collected prospectively for almost 7 years. Of these, 86 patients underwent VATS under a single surgeon with extensive VATS experience to compensate for the associated learning curve while 79 patients underwent an open procedure. Results There was no statistically significant difference in the recurrence rate between the open and the VATS group (1% vs 3.5%, p=1.0). The VATS group was superior to the open group in terms of reduced postoperative bleeding (7.5% vs 0%, p=0.01), reduced number of intensive care unit admissions (16% vs 0%, p<0.01) and a reduced adjusted length of stay (3 vs 5.5 days, p<0.01). Conclusions A comparable recurrence rate is attainable with a VATS approach once the learning curve is surpassed and a reduction in morbidity is an additional merit.

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Zistl-Schlingmann, Marcus, Steve Kwatcho Kengdo, Ralf Kiese, and Michael Dannenmann. "Management Intensity Controls Nitrogen-Use-Efficiency and Flows in Grasslands—A 15N Tracing Experiment." Agronomy 10, no. 4 (April 23, 2020): 606. http://dx.doi.org/10.3390/agronomy10040606.

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The consequences of land use intensification and climate warming on productivity, fates of fertilizer nitrogen (N) and the overall soil N balance of montane grasslands remain poorly understood. Here, we report findings of a 15N slurry-tracing experiment on large grassland plant–soil lysimeters exposed to different management intensities (extensive vs. intensive) and climates (control; translocation: +2 °C, reduced precipitation). Surface-applied cattle slurry was enriched with both 15NH4+ and 15N-urea in order to trace its fate in the plant–soil system. Recovery of 15N tracer in plants was low (7–17%), while it was considerably higher in the soil N pool (32–42%), indicating N stabilization in soil organic nitrogen (SON). Total 15N recovery was only 49% ± 7% indicating substantial fertilizer N losses to the environment. With harvest N exports exceeding N fertilization rates, the N balance was negative for all climate and management treatments. Intensive management had an increased deficit relative to extensive management. In contrast, simulated climate change had no significant effects on the grassland N balance. These results suggest a risk of soil N mining in montane grasslands under land use intensification based on broadcast liquid slurry application.

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

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