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1、ReflectionsonTeachingExtensiveReadingIntroductionThestudentsIworkwithareBusinessEnglishmajorsinHubeiUniversityofEconomics.OfalltheEnglishlanguagecourses,theso-calledextensivereading(ER)isusuallytakenduringthesecondacademicyearwithclassesmeeting90minuteseach,onceaweekfor
2、32weeks.TheERcourseismisunderstoodeitherbythecoursedeveloperortheinstructorasasupplementaryreadingcourse,inwhichonlyonepre-selectedtextbookisprovidedandexercisesfollowingeachtextrequired.Thestudentsareaskedtoreadarticleswithintheclassroomtimeandfinishtheexercises;thetea
3、cherprovidesanswersafterwardswithorevenwithoutoccasionalteachingofreadingskills.Asaresult,thecoursedoesnotgetthepositiveeffectsitshouldhaveonstudents’languageability,rather,itrestraintheirmotivationtoread.Therefore,basedonthesuccessfullyimplementedExtensiveReadingProgra
4、ms(ERPs)(Davis,1995;Robb,2001),IassumethatitwillbebeneficialandnecessarytoreformthepracticeoftheERcourseinmyinstitutionandpromotearealandeffectiveERapproachinandoutsidetheclassroom.ProblemsperceivedAswithmostuniversityfreshmeninChina,moststudentsenteruniversitystudieswi
5、thouteverhavingreadanyauthentictextsofEnglishotherthantheirtextbooks,whichcontaineithersimplifiedorpedagogicallywrittentexts.Evenaftertheyentertheuniversity,wheretheyarerequiredtoreadextensivelyinEnglishlanguage,theyarestilldrivenbytheexamination-orientedEnglishcoursesa
6、ndblindlypursuetheintensive11languagedrills,inwhichtheygraduallylosstheirinterestsbeforetheygetchancestoenjoythecolorfulworldofsecondlanguageliterature.Theonlyinputtheygetisfromthetextbook,whichisfarfromenoughtoensuretheirlanguagelearning,letalonefostertheirinterestinre
7、ading.Inaddition,thepoorinputoftargetlanguageresultsinpoorreadingabilityintermsofcomprehension,speed,readingvocabulary,grammar,aswellasstrategicknowledge,allofwhichinturnleadstoinefficientreadinghabitssuchasover-relianceondictionariesandlowtoleranceofambiguity.Thepoorer
8、theyareatreading,thelesstheyenjoyreading,andthenthelesstheyread,whichresembleswhatNuttall(1996)calledtheviciou
