Geras AsP, no.55, pp.65-84, 2009 (Peer-Reviewed Journal)
This paper discusses the need for an extensive reading component in
English for Academic Purposes programs at the tertiary level as a way of
improving students’ academic literacy. It presents research results of a
project conducted to determine the influence of extensive reading
classes on the development of functional academic literacy. The research
was carried out within the framework of the inter-lingual transfer
hypotheses of Cummins (1981), Clarke (1980), and Hacquebord (1989)
together with the theories of first- and second-language learning.
Efficiency of extensive reading was evaluated by comparison of academic
literacy development of the experimental group who learned academic
English through extensive reading with tasks and the control group who
learned academic English through intensive reading and translation.
Findings indicate that extensive reading is more productive than
intensive reading as the former focuses on meaning while the latter
focuses mostly on language.