Reconnecting Extensive Reading and Academic Writing in the Moroccan EFL Classroom

Redacción Científica , 2016 , 23 Páginas

Pedagogía - Otras

This dissertation arises from an attempt to answer questions about whether Moroccan first and second year university students of English as a foreign language (EFL) need extensive reading in order to produce academic texts. Having used two different questionnaires, along with an extensive reading experiment at Mohammed V University, I have been able to analyze and discuss both ethnographic and numerical data obtained from the aforementioned research instruments.

The participants in my research were Moroccan university students and professors. Results indicate a myriad of shortcomings in the teaching of reading and writing in Moroccan higher education. Classroom activities demonstrate a lack of students’ engagement and interaction, especially in the reading session. Results also show students’ willingness and keenness to commence reading extensively because they feel empowered, confident, and fluent over time. Extensive reading (a receptive skill) and academic writing (a productive skill) are both interactive, constructive, and complementary. In extensive reading, students learn to increase their reading speed and comprehension while simultaneously expanding their lexicon, whereas in academic writing they learn to think about the context, audience, and purpose of their piece of writing. In doing so, they learn to write with simplicity, accuracy, clarity, and an analytical eye.

For students, these skills are new and they will ipso facto get used to them after they start writing. Development of literacy de facto relies enormously upon effective learning of reading and writing, for students consume knowledge through the former and produce it through the latter. Given this, both extensive reading and academic writing can solidly transform students into future writers, scholars, thinkers, and academics whose intellectual contributions will change the course of our country for the better. Therefore, the pedagogy adopted for the teaching of reading and writing in Moroccan higher education should be reconsidered.

Inhaltsverzeichnis (Table of Contents)

• I- Introduction
• II- Extensive reading
• III Characteristics of Extensive Reading
• 1) The reading material is easy
• 2) A variety of reading material on a wide range of topics is available
• 3) Learners choose what they want to read
• 4) Learners read as much as possible
• 5) Reading speed is usually faster rather than slower
• 6) The purpose of reading is usually related to pleasure, information, and general understanding
• 7) Reading is individual and silent
• 8) Reading is its own reward
• 9) The teacher orients and guides the students
• 10) The teacher is a role model of a reader
• IV Graded Readers
• V Academic Writing
• VI Effects of Reading on the Development of Academic Writing
• VII Reconnecting reading and Writing Models
• VIII Conclusion

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This article explores the relationship between extensive reading and academic writing for EFL learners, aiming to investigate whether extensive reading is crucial for producing academic texts. The author argues that literacy is essential for EFL learners in Morocco, particularly in higher education, to enable them to function effectively in various domains. The article examines the benefits of extensive reading for developing language skills, critical thinking, and overall literacy.

• The importance of extensive reading in EFL learning
• The role of literacy in higher education and its impact on development
• The connection between reading and writing skills in language acquisition
• The characteristics and benefits of extensive reading
• The potential of extensive reading to enhance academic writing skills

Zusammenfassung der Kapitel (Chapter Summaries)

The introduction highlights the author's doctoral research on the link between extensive reading and academic writing for EFL learners. It emphasizes the significance of literacy in Moroccan higher education and the need to bridge the gap between reading and writing instruction. The chapter on extensive reading emphasizes its importance in language acquisition, particularly for developing creativity and comprehension skills. The author contrasts extensive reading with intensive reading, highlighting their distinct approaches and purposes. Chapter III delves into the ten characteristics of extensive reading, emphasizing the importance of selecting appropriate reading materials, allowing learners to choose their own texts, and fostering a pleasurable reading experience.

Schlüsselwörter (Keywords)

Extensive reading, EFL, academic writing, literacy, language acquisition, critical thinking, higher education, Morocco, TEFL, reading comprehension, writing skills, pedagogical approach, input-rich environment, graded readers, reading materials, self-selection, pleasure reading.

• Curso: English
• Autor: Housseine Bachiri (Autor)
• Año de publicación: 2016
• Páginas: 23
• No. de catálogo: V334152
• ISBN (Ebook): 9783668242609
• ISBN (Libro): 9783668242616
• Idioma: Inglés
• Etiqueta: reconnecting, extensive, reading, academic, writing, moroccan, classroom