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Extensive reading (or ''free reading'', ''book flood, reading for pleasure''), is a way of language learning, including foreign language learning, through large amounts of reading. As well as facilitating acquisition and learning of vocabulary, it is believed to increase motivation through positive affective benefits. Proponents such as Krashen (1989) claim that reading alone will increase encounters with unknown words, bringing learning opportunities by inferencing. The learner's encounters with unknown words in specific contexts will allow the learner to infer and thus learn those words' meanings. While the mechanism is commonly accepted as true, its importance in language learning is disputed. () In language learning, extensive reading is contrasted with ''intensive reading'', which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text".〔(Extensive Reading FAQ ), Rob Waring〕 Extensive and intensive reading are two approaches to language learning and instruction, and may be used concurrently;〔 intensive reading is however the more common approach, and often the only one used.〔 Extensive reading has been used and advocated in language learning since at least the 19th century (with Latin; see below). In the first language, many connections have been made between reading and vocabulary size, as well as other academic skills. == Concepts == ''Free voluntary reading'' refers to using extensive reading in language education. Students are free to choose a book that they like and are allowed to read it at their own pace. The aim of a free voluntary reading program is to help students to enjoy reading, so assessment is usually minimized or eliminated entirely. The idea behind extensive reading is that a lot of reading of interesting material that is slightly below, at, or barely above the full comprehension level of the reader will foster improved language skills. Graded readers are often used. For foreign-language learners, some researchers have found that the use of glosses for "difficult" words is advantageous to vocabulary acquisition () but at least one study finds it has no effect (). A number of studies report significant incidental vocabulary gain in extensive reading in a foreign language (). Advocates claim it can enhance skill in speaking as well as in reading. gave a number of traits common or basic to the extensive reading approach. Students read as much as possible. Reading materials are well within the reader's grammatical and vocabulary competence. The material should be varied in subject matter and character. Students choose their own reading material and are not compelled to finish uninteresting materials. Reading material is normally for pleasure, information or general understanding; reading is its own reward with few or no follow-up exercises after reading; reading is individual and silent. Reading speed is usually faster when students read materials they can easily understand. Nation(2005) suggests that learning from extensive reading should meet the following conditions: focusing on the meaning of the English text, understanding the type of learning that can occur through such reading, having interesting and engaging books, getting learners to do large quantities of reading at an appropriate level, and making sure that learning from reading is supported by other kinds of learning. In order to meet the conditions needed for learning from extensive reading at the students’ proficiency levels, it is essential to make use of simplified texts (Nation, 2005).〔Nation, K. (2005). Children’s reading comprehension difficulties. In M. J. Snowling and C. Hulme (Eds.), The Science of Reading: A Handbook (pp 248-265).〕〔http://eteachershub.com/2015/05/07/developing-china-students-english-reading-ability-through-extensive-reading/〕 The teacher is a role model who also orients the students to the goals of the program, explains the idea and methodology, keeps records of what has been read, and guides students in material selection and maximizing the effect of the program. Some recent practitioners have not followed all of these traits, or have added to them, for example, requiring regular follow-up exercises such as story summaries or discussions and the use of audio materials in tandem with the readings (). 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Extensive reading」の詳細全文を読む スポンサード リンク
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