000			03416nam a2200217Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aTrad, Zeina George _gMasters in Applied Linguistics and Teaching English as a Foreign Language (TEFL)
245	1	0	_aEffects of extensive reading on the number of reading materials and the writing style in English of grade seven students in a francophone school in Lebanon
260			_aBeirut _bNotre Dame University - Faculty of Humanities - Department of English, Translation, and Education _c2007
300			_a95 pages
500			_aالنوع : Mémoire
520	3		_aReading is the basis of all activities students do in all school subjects and this skill has been given more attention than any other feature in education. Knowing how to read at school is an important accomplishment in itself for any student’s language growth and is the source of success whether in academic years or later in life (DeStefano, 1982, p.388). ESL/EFL students find reading in English difficult because they do not understand a given material. This might be due to the choice of the wrong material either concerning the language level used in it or even the topic dealt with, which may not necessarily be interesting to them. Sixty EFL grade seven students in a francophone school in Beirut, who are divided into an experimental and a control group, participate in an experiment measuring the impact of motivation on the number of materials and read in an extensive reading program as well as its effect on the writing style in English. Both groups answer a first questionnaire including issues on their attitude towards reading in general and reading in English in particular, the types of material they like to read, their number and the difficulties they encounter while reading English. The two groups read a common book and fill a book report to be used in evaluating writing style based on vocabulary, syntax and sentence structure. Then, ER is implemented in the experimental group during a month and a half, and students read material and fill reports stressing on their opinion about the material, the summary, the characters, vocabulary and the difficulties faced when reading. At the same time, the control group follows usual English language sessions. At the end of the experiment, both groups have to fill a second questionnaire where they mention the number of material they read in English during this month and a half, what type they like to read the most and the difficulties they face. Analysis of the results shows an important increase in the number of materials in English read by the experimental group. The limited time scope of the study affects these results. Consequently, installing ER for a whole academic year is recommended to give the students enough time for language acquisition and thus improvement in writing style.
650		4	_aCycle moyen L’enseignement de la Langue Anglaise Méthodes d’enseignement
650		4	_aEcoles Francophones
650		4	_aFrancophones Schools
650		4	_aIntermediate Education English Language Education Teaching Methods
650		4	_aالمدارس الفرنكوفونية
650		4	_aالمرحلة المتوسطة تعليم اللغة الانكليزية طرق التعليم
856			_uhttp://webview.ndu.edu.lb/webview?infile=details.glu&loid=90116&rs=80858&hitno=120
942			_cLAESDATA
999			_c20723 _d20723