ID 112442
Author
Keywords
Assisted repeated reading
bi-modal input
extensive reading
multi-modal input
Content Type
Journal Article
Description
This is a study of Japanese learners’ perspectives on visual and audio scaffolds in the teaching of second language English reading. We compare the approaches of ER, according to Day & Bamford’s (1998) ten principles (outlined below) in class, and Assisted Repeated Reading (ARR) of a work of fiction to a class. ARR refers to the reading aloud of a text multiple times to students as they follow along silently (see Taguchi & Gorsuch, 2002). Two classes of students in required English classes undertook both ER and ARR. Both the ER and ARR enhanced the students’ comprehension of the texts; in the case of ER, most students chose picture books, which aided their comprehension. In the case of ARR, the embodied presence of the reader, and the modeling of prosody facilitated comprehension.
Journal Title
Indonesian Journal of Applied Linguistics
ISSN
25026747
23019468
Publisher
The language Center of Indonesia University of Education, The Association of Teaching English as a Foreign Language in Indonesia (TEFLIN)
Volume
8
Issue
2
Start Page
380
End Page
387
Published Date
2018-09-30
Rights
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
EDB ID
DOI (Published Version)
URL ( Publisher's Version )
FullText File
language
eng
TextVersion
Publisher
departments
Integrated Arts and Sciences
Liberal Arts and Sciences