The KEERA website has moved !!!!!!!!!!!!!!!!

KEERA has now moved to a different website.  This page will now no longer be maintained

Please go to  keera.kr

One thought on “The KEERA website has moved !!!!!!!!!!!!!!!!

  1. I see you don’t monetize your blog, don’t waste your traffic, you can earn additional cash
    every month because you’ve got hi quality content.
    If you want to know how to make extra $$$, search for:
    Mrdalekjd methods for $$$

Leave a Reply

Your email address will not be published. Required fields are marked *

Journal of ER in Foreign Languages

JERFL Banner

The Journal of Extensive Reading in Foreign Languages (JERFL) is a quarterly publication published by the Korean English Extensive Reading Association that focuses on research and opinion papers on Extensive Reading and Extensive Listening in foreign languages.

ISSN 2288-8012 (print)  2288-839X (online)

Issues
The-Journal-of-Extensive-Reading-in-Foreign-Languages-Vol-1-No.-1-January-2014

Submissions

Submissions can be sent to JERFL@keera.or.kr. The guidelines for authors will be uploaded soon.

Issue dates:

  • 31st of January  Submission deadline:   October 31st the year before
  • 30th of April        Submission deadline:  January 31st
  • 31st of July         Submission deadline:  April 30th
  • 31st of October  Submission deadline:  July 31st

3 thoughts on “Journal of ER in Foreign Languages

  1. The articles were interesting. I’m interested in articles on Teaching Literatureand development of reading skills.

  2. I want to submit a paper to your journal. However, there is something wrong with your email, each time when i submitted, it was turned it back.

Leave a Reply

Your email address will not be published. Required fields are marked *

KEERA Executive

This site has moved to www.keera.kr please go there.

 

Advisors

Richard R. Day is a professor in the Department of Second Language Studies, College of Languages, Linguistics, and Literature, University of Hawai’i. His areas of specialization include second language reading, second language teacher education, curriculum design, and materials development. Dr. Day is a co-editor of Reading in a Foreign Language and is Chairman and co-founder of the Extensive Reading Foundation.

Professor Rod Ellis is the deputy head of the Department of Applied Language Studies and Linguistics at the University of Auckland, New Zealand.In addition, he is a TESOL Professor and Chair of the Graduate School of Education at Anaheim University, where he teaches various online courses in the Master of Arts in TESOL. Since 1980, Professor Ellis has authored more than 30 books and 100 articles on second language acquisition.

Alan Maley has been involved in ELT for over 45 years. He has worked for the British Council in Yugoslavia, Ghana, Italy, France, China, India, Singapore, Thailand and Malaysia as well as his native country UK. He has published widely and is series editor of the Oxford Resource Books for Teachers. His publications include Resource Book for Teachers: Literature, Beyond Words, Sounds Interesting, Sounds Intriguing, Words, Variations on a Theme, and Drama Techniques in Language Learning, The Mind’s Eye, Learning to listen and Poem into Poem, Short and Sweet, and The Language, Teacher’s Voice. He is currently a freelance consultant, and Series Editor for the Oxford University Press and his main current interests are in creative writing and innovative materials design.

Paul Nation is Professor in Applied Linguistics at the School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington, New Zealand. He supervises MA and PhD research on vocabulary. He has taught in Indonesia, Thailand, the United States, Finland and Japan.

KEERA Executive Board (2014-2016)

President

Dr. Jeong-ryeol Kim

Dr. Jeong-ryeol Kim is an associate professor of English at Korea National U. of Education teaching methodology, integrated content and language teaching, and English linguistics. He is the vice-dean of the Center for In-service Education at KNUE. He has been an active member of KOTESOL and was the president of KOTESOL back in 1995. He is currently the president of KAPEE. He was involved in many different government projects in English education. He has published books on classroom English, teaching methodology, English curriculum, English classroom observation and analysis and so on. He has published numerous articles in the area of elementary English education and technology enhanced English teaching.

 Vice-President

Dr. Young-joo Jeon

Young-Joo Jeon has a Ph. D in English education and has been a professor of English education department at Mok-won University. She had taught English in several middle and high schools for 15 years before. She has been involved in many different government projects in English education policy, teaching methodology and classroom observation about ER. She has published books on classroom English and high-school English textbooks. She has published many articles in the area of primary & secondary school English education, and classroom observation & analysis and so on. She is a vice-president of KAFLE (Korea Association of Foreign Languages Education). She was an editor of journal of KEES (Korea English Education Society). Now she is an editor of Journal of Extensive Reading in Foreign Languages (JERFL); the journal of KEERA as well as a board member of KATE , KAMALL and KASEE. She is 2nd vice-president of KOTESOL .

General Officers

Becky Elliot

사본 -IMG_1245Rebecca Elliott has over ten years experience in educational publishing, teaching, and teacher training. She was the editor-in-chief at Compass Media, and is currently Compass’s academic consultant for Latin and South America. Rebecca previously worked with Innovatus Education, Harcourt School Publishers and BCM Media. Rebecca has developed and implemented camp programs, after-school programs, and extensive reading programs for students of all ages. She currently develops educational materials and provides training programs for teachers in Korea and abroad, especially in programs related to extensive reading!

Aaron Jolly

Aaron-JollyAaron D. Jolly is an English teacher, a curriculum designer, and a teacher trainer. Formerly, he taught students of all ages in Korea, including teaching kindergarten, elementary and teenage children, as well as college students. Aaron was previously the National 2nd Vice President of Korea TESOL. He is a co-Founder and co-Facilitator of the KOTESOL Extensive Reading Special Interest Group (ER SIG) and was an active member of the Young Learners SIG for several years. He has been conference chair or program chair for more than 15 conferences and symposia for KOTESOL. Aaron is also a founding appointed executive board member of KEERA (The Korean English Extensive Reading Association) and helped bring the 2nd World Congress of ER to Korea this past September. He is co-author of the Pearson Young Learners series called “Our Discovery Island”.

Eunsol Shin
Eunsol Shin is currently an English language education MA student in the Sogang Graduate School of Education (anticipating graduation this year). She has worked as a private English teacher for 8 years, teaching grammar, speaking and reading. Eunsol participated in the 2009 Extensive Reading Symposium as a volunteer worker, assisting with room monitoring and presenter assistance. She has also started an extensive reading study group based in Ansan.

Treasurer

MyeongGi Jeong

사본 -new doc_1MyeongGi Jeong received the B.S. in elementary education from Seoul National University of Education, Korea in 2002 and also received M.S. in elementary English education from Korea National University of Education, Korea in 2012. Since 2004, he has been working at the Seoul Song Jeong Elementary School as a teacher. His main research interests include Smart English learning and English learning for underachievers.

Former KEERA Executive Board (2011-2014)

President

Dr. Jeong-ryeol Kim is an associate professor of English at Korea National U. of Education teaching methodology, integrated content and language teaching, and English linguistics. He is the vice-dean of the Center for In-service Education at KNUE. He has been an active member of KOTESOL and was the president of KOTESOL back in 1995. He is currently the president of KAPEE. He was involved in many different government projects in English education. He has published books on classroom English, teaching methodology, English curriculum, English classroom observation and analysis and so on. He has published numerous articles in the area of elementary English education and technology enhanced English teaching.

Vice-President

Dr. Rob Waring teaches at Notre Dame Seishin University in Okayama, Japan. He is an acknowledged expert in Extensive Reading and second language vocabulary acquisition and lectures and publishes widely on these subjects. He is on the Executive Board the Extensive Reading Foundation and is also author and series editor of the Foundations Reading Library, the Footprint Reading Library, and the Page Turners Reading Library by Cengage Learning. He has been very active in setting up KEERA and wishes to continue this work. He often travels to Korea.

Elected Officers

Scott Miles is an Assistant Professor at the Department of Foreign Languages in Daegu-Haany University. Scott has an MA in TESOL and is currently working on a doctorate degree in Applied Linguistics in language acquisition. He is the Editor of the TESOL Review journal, and has published a reading course book for Macmillan publishers (Essential Reading). Scott is a board member of the Extensive Reading Foundation. He is currently the Chair of the Extensive Reading SIG for KOTESOL. His research interests include extensive reading, grammar and vocabulary acquisition.

Sunmi Park is an undergraduate TESOL major at Brigham Young University of Hawaii. She is active in the Hawaii TESOL leadership as a membership secretary, assisting in the organization of the recent HTESOL Conference in February of 2011. She has also published several articles in the HTESOL newsletter publication. Sunmi also volunteers at the Kahaku Community Center on a weekly basis tutoring immigrant students.

Eunsol Shin is currently an English language education MA student in the Sogang Graduate School of Education (anticipating graduation this year). She has worked as a private English teacher for 8 years, teaching grammar, speaking and reading. Eunsol participated in the 2009 Extensive Reading Symposium as a volunteer worker, assisting with room monitoring and presenter assistance. She has also started an extensive reading study group based in Ansan.

Appointed Positions

Treasurer

 Position to be appointed

 

Webmaster

Position to be appointed

Community Outreach

Dr. Young-joo Jeon is a professor of English education department at Mok-won University in Korea. She has been an active member of ETAK(English Teachers Association in Korea) and is a board member of KEES, KASEE, and MESK. She had taught English in several middle and high schools for 15 years before. She has been involved in many different government projects in English education policy, teaching methodology and classroom observation. She is also an author of books on classroom English and high-school English textbook in Korea. She has published many articles in the area of secondary school English education, English teachers’ employment exam and English classroom observation & analysis.

Leave a Reply

Your email address will not be published. Required fields are marked *

KEERA 임원진

This site has moved to www.keera.kr please go there.

2 thoughts on “KEERA 임원진

  1. I have attented 2014 KEERA Conference, COEX. Unfortunately, I couldn’t listen to Ms. Eunsol Shin’s session due to change of presentation schedule. I would appreciate if you send me her email address to request her full summary of her presentation. Thank you.

Leave a Reply

Your email address will not be published. Required fields are marked *

KEERA Videos / 비디오

Here is a lecture by Dr Rob Waring on Why Extensive Reading doubles your students’ vocabulary. It was presented at the KAPEE conference on January 22nd 2011 at KNUE. The powerpoint slides are here.

아래 링크를 클릭하시면 Rob Waring 박사(KEERA 현 부회장)의 영어 다독이 어휘의 양을 두 배로 만들어 주는 이유에 대한 강연을 보실 수 있습니다. 이 강연은 2011년 1월 22일 한국교원대학교 열린 KAPEE 컨퍼런스에서 진행되었습니다. 아래 링크를 통해 파워포인트 자료도 보실 수 있습니다.

Rocky Nelson discusses Extensive Reading at 2010 PAC-KOTESOL Conference

Rocky Nelson 이 2010 PAC-KOTESOL Conference에서 발표한 쉬운 다독

Paul Nation w/ Rocky Nelson (part 1) at 2010 PAC KOTESOL Conference

2010 PAC KOTESOL Conference 에서 Paul Nation 과 Rocky Nelson의 발표(파트1)

Paul Nation w/ Rocky Nelson (part 2) at 2010 PAC KOTESOL Conference

2010 PAC KOTESOL Conference 에서 Paul Nation 과 Rocky Nelson의 발표(파트2)

Leave a Reply

Your email address will not be published. Required fields are marked *

ER링크 / ER Links

Extensive Reading Foundation (ERF)

The Extensive Reading Foundation is a not-for-profit, charitable organization whose purpose is to support and promote extensive reading. One Foundation initiative is the annual Language Learner Literature Award for the best new works in English. Another is maintaining a bibliography of research on extensive reading. The Foundation is also interested in helping educational institutions set up extensive reading programs through grants that fund the purchase of books and other reading material.

ERF는 비영리 자선 단체로서 다독을 지원 및 권장하고 있습니다.

ERF는 해마다 가장 우수한 성과를 낸 학습자들을 대상으로 언어 학습자 문학 상을 시상하고 있으며, 쉬운 다독에 대한 연구 조사 기록을 지속해 나가고 있습니다. 또한, ERF는 다독이 많은 교육기관들에서 사용될 수 있도록 책들과 읽기 자료들을 기부도 계획하고 있습니다.

Er-Central.com

This website reviews a wide variety of aspects of extensive reading and provides a large number of resources to help teachers with Extensive Reading.

이 웹사이트는 다독의 다양한 양상을 재검토하고 다독과 관련된 많은 양의 자료를 선생님들께 제공합니다.

Extensivereading.net

This site is a repository for information on Extensive Reading, with an emphasis on its application to Second or Foreign Language Learning. We hope that this site will continue to grow and evolve as more people contribute their own resources to the collection.

이 웹사이트는 제 2언어와 외국어 학습에 중점을 둔 다독에 대한 정보를 보유하고 있습니다. 저희는 보다 많은 분들의 정보 제공으로 인하여 이 웹사이트가 보다 성장과 발전을 거듭하기를 기원합니다.

MoodleReader.org

This site is for the support of the Moodle Reader Module, a module that provides quizzes on over 1,300 graded readers and books for young readers, so that teachers can have a simple way to assess their students’ work. This site was created to support the Extensive Reading approach to language acquisition which advocates the reading of a large volume of material that is easier than the learner’s language level, rapidly with little dictionary use, of material of the learner’s own choice. Through this massive amount of reading the student can internalize the grammar and vocabulary that has already been studied.

이 웹사이트는 Moodle Reader Module을 지원합니다. 이는 1,300명 이상의 각기 다른 수준의 다양한 학습자들과 책들을 바탕으로 유아학습자들을 위한 퀴즈를 제공하고, 이로 인해 선생님들은 조금 더 간단한 방법으로 학생들의 학습을 도울 수 있습니다. 이 웹사이트는 언어 습득을 위한 다독(Extensive Reading)개론을 지지 하려고 제작되었습니다. 학습자들은 그들 스스로 학습자료를 선택하고, 적은 량의 사전을 사용하며, 그들의 수준보다 쉬운 수준의 많은 서적을 읽게 됩니다. 학습자들은 이 많은 양의 읽기를 통해서, 그들이 이미 습득한 문법과 단어를 자신의 것으로 내재화 할 수 있습니다.

A Blog on using ER in the University Classroom by Prof. Noel Woodward

Proceedings from the first Extensive Reading World Congress, held in Japan in 2011.

Leave a Reply

Your email address will not be published. Required fields are marked *

자료 / KEERA Resources

 

KEERA has now moved to a different website.  This page will now no longer be maintained

Please go to  keera.kr

 

Leave a Reply

Your email address will not be published. Required fields are marked *

KEERA에 대하여 / About KEERA

Welcome to The Korean English Extensive Reading Association, or KEERA.

KEERA has now moved to a different website.  This page will now no longer be maintained

Please go to  keera.kr

We focus on promoting best practices in implementing, administering and evaluating Extensive Reading programs, and educating the public about the benefits. Additionally, we provide high quality assistance and support to teachers and parents that wish to adopt Extensive Reading approaches. Finally, we support further research into Extensive Reading – with an equal focus on extensive listening and reading.

The Korean English Extensive Reading Association (약명 KEERA) 에 오신 것을 환영합니다. KEERA는 한국에서 Extensive Reading 을 촉진하고 이에 대한 교육을 증진하는 것을 사명으로 합니다. 저희는 Extensive Reading 학습 과정의 실행과 관리 그리고 평가를 최상으로 실현 하는 것에 초점을 두며 또한 일반대중에게 이로 인한 혜택을 알리기 위해 노력하고 있습니다. 또한, Extensive Reading 학습법을 채택하고자 하시는 교사 그리고 학부모님들께 최상의 조언과 지원을 제공하고 있으며 Extensive listening 과 Reading에 동일한 중점을 두고 추가연구를 지원하고 있습니다.

KEERA의 설립목적 Our Mission

KEERA is to serve as a development tool for members, institutional and individual, working to fill their overall need for English education through contributing knowledge and information to members, institution and individual.

KEERA fosters learning and academic excellence by working with members, institutions, and individuals to create a safe, fulfilling, and academically enriching environment for Extensive English reading education in Korea.

KEERA 는 회원과 협회 그리고 개인이 전체적인 영어교육의 수요를 충당하고 지식과 정보를 제공하는 발전 매개체로서의 역할을 합니다.

KEERA 는 학습과 학문적인 능력을 육성하기 위하여 회원들과 협회 그리고 개개인과 협력하여 한국의Extensive Reading영어교육이 보다 안전하고 풍성하며 만족스러운 교육환경 하에서 이루어 지는 것을 추구합니다

Our Profile

We promote Extensive Reading and Listening for the learning of English as a foreign or second language. KEERA is affiliated with the Extensive Reading Foundation.

KEERA 는 외국어로서 (EFL) 또는 제 2언어로서(ESL)의 영어학습에 Extensive Reading 과 Listening의 역할을 촉진하고 있습니다. KEERA 제휴 기관 Extensive Reading Foundation.

KEERA’s Business non-for-profit registered number is # 314-80-35720

Address: Mokwon Univ. Office #U317-1, Doan Bugro 88, Seogu, Daejeon Metropolitan City, Korea

 

2 thoughts on “KEERA에 대하여 / About KEERA

  1. Nice to meet you!
    I’ve taught elementary school students in public school for 15 years.
    I usaully teach English in school and now I am studying English education in graduate school.
    I’m interested in Extensive Reading. I hope exchange my experiences and get your information from you.

Leave a Reply

Your email address will not be published. Required fields are marked *

ER이란? / What is ER?

What is Extensive Reading?

Extensive Reading (ER) is an approach to second language reading. When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency. Another way to say this is that students learn to read by actually reading rather than examining texts by studying the vocabulary, grammar and phrases. It is instructive to compare Intensive Reading (IR) with Extensive Reading.

For many teachers, there is only one way to teach reading which involves the teacher taking their students through a reading passage. The passage is usually short and the instruction is focused on carefully checking comprehension, teaching the grammar and/or vocabulary, or developing a reading skill.

However, there are some limits to this type of reading:

  • The reading is difficult, so learners have few chances to build reading speed and fluency.
  • The reading is short and because it is difficult, the learners read slowly and they cannot meet a lot of language.
  • The whole class reads the same material, which is too easy for some and too difficult for others.
  • All the students have to read at the same pace as they do the tasks together.
  • The reading is interesting to some learners but not others.

Extensive Reading gives students chances to select their own graded readers which they can read at their own speed and at their own ability level. This can be done with Graded Readers.

Intensive Reading and Extensive Reading are complementary and teachers should promote both. Intensive Reading can teach new things, while Extensive Reading gives lots of extra practice in using it. A balanced reading program uses Intensive Reading to introduce new language, and complements this with Extensive Reading which consolidates and raises awareness of this language which aids reading fluency.

 There are many reasons why Extensive Reading is good for language development:

  • Extensive Reading builds vocabulary. When learners read a lot, they meet thousands of words and lexical (word) patterns that are not taught in textbooks. Extensive Reading allows the learner to develop an awareness of collocations (common word partnerships) and thousands of lexical phrases.
  • Extensive Reading helps learners understand grammar. In textbooks, learners meet hundreds of grammar patterns but these often don’t occur frequently enough for real acquisition to occur. Extensive Reading provides opportunities to see grammar in context so learners can deepen their understanding of how grammar is really used.
  • Extensive Reading helps learners to build reading speed and reading fluency. In particular, developing reading speed is important because it helps learners to understand language faster and better.
  • One objective of Extensive Reading is reading for pleasure. This builds confidence and motivation which makes the learner a more effective user of language.

In an Extensive Reading approach, selecting appropriate reading materials is important. Language research shows that learners need to meet words and grammar patterns many times for them to learn them well. Typically, a new word needs to be met 10-20 times for it to be learnt forever, and grammar structures such as the tenses need to be met thousands of times before they are mastered. A textbook presents language one item at a time, with new language occurring in each unit. Therefore, textbooks cannot present words and grammar patterns often enough as they aren’t usually repeated enough in the following units. Extensive Reading fills this gap by providing opportunities to deepen and enrich language taught in textbooks. Thus, textbooks and Extensive Reading must work together. Therefore, Extensive Reading is a necessary part of a language curriculum.

There are many kinds of ER program

  • Purist ER program

Lots of self-selected reading at home with no or little assessment or follow up. Often is a stand-alone class.

  • Integrated ER program

Lots of self-selected reading at home and in class. Follow up exercises / reports which aim to build the 4 skills.

  • Class reading – study

Students read the same book and work through it slowly. Lots of follow up / comprehension work and exercises.

  • ER as ‘literature’

Students read the same book and discuss it as if it were a work of literature.

 If you wish to read more, please consider downloading one of these guides.

ERF Guide to Extensive Reading (English)

ERF /KEERA Guide to Extensive Reading (Korean) – link coming soon

One thought on “ER이란? / What is ER?

  1. I feel so happy to find this site^^. I’m an English teacher in Kyeongbuk High School and now involved in making Engish Reading Material(Guidance) for teachers planned by DMOE(Daegu Metropolitan of Education). What I’m asking is if I can use above Guide Book for my current work, which will be published this November. Thank you so much to provide such nice information.

Leave a Reply

Your email address will not be published. Required fields are marked *