Intensive Reading Approach

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As briefly presented above, ER differs extremely from the more traditional, to some extent old-fashioned intensive reading approach. There are major differences with regards to level of difficulty, the amount of material to be read, who it is selected by, where and how it is read, how the comprehension is checked, what the linguistic focus is (Shaffer, 2012). These differences are presented in tabular form below.
This study, in the first place, was conducted as a result of the great benefits of extensive reading that have been approved in a number of studies both in L1 and L2. Krashen (1994) proposed in his Pleasure Hypothesis that pedagogical activities that promote language acquisition are enjoyable. Even if, enjoyment does not guarantee the acquisition, there is a strong evidence that extensive reading is enjoyable. This deduction can be inferred directly from the process itself. Learners are expected to choose whichever material they want to read. Besides, they do not have to finish it, they can pick another one if they feel bored. Not to mention, extensive reading is also known as reading for pleasure. ER is seen as a more beneficial means for enhancing the skills of reading comprehension, reading speed, and word meaning guessing (Bamford & Day, 1997). Another benefit of free reading is that it allows learners to dig into the notion that
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Yet, this does not imply that Intensive Reading, the traditional approach, is totally useless. In their study, Al-Homoud and Schmitt (2009) investigated the reading speed improvement of two groups in two different learning settings: an intensive vs. an extensive reading program. As a matter of fact, both groups improved significantly in their reading speed, however, as expected, the extensive reading subjects showed a larger improvement rate than those in the intensive reading

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