Extensive and Intensive Reading
in an EAP Setting
Patricia L. Carrell and Joan G. Carson
By Gemma Artieda
MA in SLA & Applied Linguistics
Content & Language Integrated Learning & Teaching
Instructor: Teresa Navés – tnaves@ub.edu
University of Barcelona 2008-2009
Abstract
The article argues for:
 The need for intensive and extensive reading
in English for Academic Purposes (EAP)
reading curriculum.
 A principled curricular approach to combining
both is through Task-Based Language
Teaching (TBLT).
Introduction: the Meaning of Literacy in
EAP Settings

Academic purposes are different from any other.

As Anderson et al (1990:11) noted, “there is not one
single image of academic literacy”.

Reading & writing activities are rather described as
“academic literacies” by Chiseri-Strater (1991).
Introduction: the Meaning of Literacy in
EAP Settings
How do we maximize then the instructional effectiveness of
EAP reading programs?

Research in L1 suggests that underprepared students benefit
most from instruction in reading & writing tasks that
resemble the actual literacy demands of university work
(Feathers&Smith 1983; Nist&Kirby 91986).

Therefore, this seems to indicate that work needs to be done
focusing on teaching literacy skills that are transferable to
academic contexts. Research so far supports this approach.
Learning to Read by Receiving Strategy Instruction: the
Case for Intensive Reading in an EAP Setting



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The importance of a reading strategic repertoire has led
pedagogy to emphasize instruction as the means for L2
students to obtain the necessary reading strategies for EAP
settings.
Research has shown the important role played by various
strategies in successful and unsuccessful L2 learning.
In 1985 Carrel (1985) demonstrated the efficacy of teaching a
text structure strategy for expository texts. Hamp-Lyong (1985)
also showed the positive effects of this approach, and Sarig &
Folman (1987) conducted a successful coherence training
study.
Carrell, Pharis and Liberto (1989) reported two meta
cognitively-based strategy training techniques, with
differential effects on students with different learning styles.
Kern (1989), Raymond (1993), and Talbot (1996) have further
researched and demonstrated the validity of this aproach.
Learning to Read by Receiving Strategy Instruction: the
Case for Intensive Reading in an EAP Setting

An important component of reading strategy training has been
its focus on metacognition. See Anderson (1991:19):
“Successful L2 reading comprehension is not simply a matter
of knowing what strategy to use, but the reader must also
know how to use it successfully and orchestrate its use with
other strategies”.

Carrel (1996) then identified the range of metacognitive
elements used: declarative (information that we have and
that we know we have), procedural (how to- knowledge
underlying automatic performance) and conditional (knowing
when to use or not to use a skill).

All students in these intervention studies were at university
level.
Learning to Read by Reading: the Case for
Extensive Reading in an EAP Context

There has been a resurgence of interest in extensive
reading as part of L2 language development programs.
Krashen (1989, 1993) continues to call for a major role
for free voluntary reading in ESL acquisition.

Challenges:



Involves rapid reading of large quantities of material
Focus is on meaning rather than on structures or form
Involves a variety of skills or strategies
Learning to Read by Reading: the Case for
Extensive Reading in an EAP Context
At the Reading Research Colloquium of the 1995
TESOL Convention, two major figures articulated
the need for extensive reading while acknowledging
the challenges:

Swaffar (1995) reported enthusiastic responses from
students exposed to narrow reading as a form of
extensive reading, and suggests that ER can
“address the current gulf between learning a
language and using a language to learn”.
Learning to Read by Reading: the Case for
Extensive Reading in an EAP Context

Grabe (1995) reviewed what ER can do for effective
reading:

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Develops automatic word recognition, and a large
recognition vocabulary.
Builds student motivation, students get “hooked”.
Has a positive influence on students’ general background
knowledge.
Has a positive influence on reading comprehension
proficiency.
Helps students become strategic readers, as well as
developing their ability to “read to learn”.
It is a key means for students to continue learning an L2 on
their own when after they complete instruction.
Learning to Read by Reading: the Case for
Extensive Reading in an EAP Context
He also identified several challenges for ER to become
the focus of instruction:
1.
2.
3.
4.
The assumption that reading can easily be done at home,
without teacher’s help.
The need to find lots of interesting material.
The need to accommodate different students’
backgrounds.
The vagueness of the definition of extensive reading.
Learning to Read by Reading: the Case for
Extensive Reading in an EAP Context

Day & Bamford are publishing a book: Developing
Lifelong Readers: Extensive Reading in the FL
Clasroom, and they struggle with the definition of ER
too:
 “reading in quantity” (Longman Dictionary of
Language Teaching and Applied Linguistics)
 “to gain an understanding of what is read” (id)
 Also “a way of teaching reading and the foreign
language itself” (Day&Bamford).
The Need for Both Intensive and Extensive
Reading in an EAP Setting

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Nutall (1982) reminded us that “intensive and
extensive reading are complementary and both are
necessary”.
According to Nutall, these are not two contrasting
ways of reading, but that there are an infinitive
variety of interrelated and overlapping techniques.
She suggests how an extensive reading program
might be organized to turn the vicyous cycle of the
weak reader into the vicious cycle of the good
reader.
Combining Intensive and Extensive Reading:
A Curricular Approach

One response has been
Content-Based Instruction (CBI): in this model it is
implied the use of a single subject-specific text
that is by nature appropriate for both intensive and
extensive reading.

Limitations:

It has been used more with the K-12 population.
Combining Intensive and Extensive Reading:
A Curricular Approach
Why not use it then in post-secondary settings?
 Criteria for content selection are problematic: an EAP
program content is not easy to specify, and not all will be
shared in an EAP classroom.
 The CBI goal of content mastery will be difficult to
transmit to an EAP student, since his/her needs are so
variable.
CBI does not provide a principled basis for deciding on
course focus in case where content mastery is
unnecessary or inappropriate.
Combining Intensive and Extensive Reading:
A Curricular Approach
The answer can be in
Task-Based Language Teaching (TBLT):
 As in CBI, it is based on the idea that
communicative purposes are essential in real
language learning.
 But the organizing principle is task, not
content. Language is acquired on the
completion of a task.
Combining Intensive and Extensive Reading:
A Curricular Approach
Why will TBLT work in EAP settings?

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Academic tasks involve evaluated products, such as exams,
reports, papers and quizzes.
By focusing TBLT on evaluated products, the student acquires all
types of relevant subtasks and study skills.
EAP students recognize the evaluated products as real academic
demands: tasks have validity, and also transferability of skills and
strategies.
Content is secondary, becoming the context in which the student
manages tasks and subtasks.
Because the tasks are tailored to fit the learner’s needs, it does
maintain a clear connection with genuine language in genuine
communicative interactions.
Combining Intensive and Extensive Reading:
A Curricular Approach
What is needed then in this approach is
extensive reading of academic text in any
content area, combined with strategy
instruction for dealing with specific academic
tasks.
Conclusion

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TBLT is a principled way of integrating
intensive reading and strategy instruction with
appropriate extensive reading in postsecondary EAP settings.
Both intensive and extensive reading will
provide students to manage the reading
demands of actual academic classes.