Investigating the potential of extensive reading in Japanese and its integration into the Japanese language curriculum

Abstract

Keywords: 'extensive reading', 'graded readers', 'curriculum integration', ‘reading logs’ The benefits of extensive reading in language learning have been much researched. Reported benefits include significant increase in reading comprehension ability and reading fluency, vocabulary expansion, as well as improving grammar, and decreased use of translation in the mother tongue when reading in the L2. It has also been reported to improve other areas of language skills such as listening and speaking skills, and writing ability. Additionally, enhancing motivation for language learning while decreasing stress and anxiety has been reported to be among extensive reading’s benefits. Some of these benefits have also been experienced by the learners of Japanese (e.g. Matsui et al. 2012, Mikami & Harada 2011, Fukumoto 2004, Takahashi and Umino 2016, Banno and Kuroe 2016, Ninomiya and Kawakami 2012, Watanabe 2016, Tabata-Sandom and Maclister 2009, Tabata-Sandom 2017 etc.). There are some challenges, however, for implementing this mode of reading activity in a formal language course due to time constraints in class, and accessibility of appropriate reading materials in Japanese. Case studies on extensive reading were conducted in the second and third year Japanese language courses at University of Auckland in 2017 and 2018 over two semesters. In this presentation, we will first discuss some positive effects the extracurricular reading had in improving participating students’ performance in their course work, vocabulary tests and reading comprehension tests. Feedback from these students about the reading materials available to them will also be discussed. We will then report on how extensive reading was formally implemented in a 3rd year Japanese course and how the students responded to the activities they were required to participate in. We will finally reflect on how best to incorporate extensive reading activities in a formal curriculum based on the feedback collected from the two questionnaires conducted at the beginning and at the end of the semester.