Scientific Collection «InterConf», (39): with the Proceedings of the 8th International Scientific and Practical Conference «Science and Practice: Implementation to Modern Society» (December 26-28, 2020) at Manchester, Great Britain

 
 

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UDC 
Rovena Vora 
Ph.D. in Linguistics, Lecturer at the English Department, Faculty of Foreign Languages, 
University of Tirana, Republic of Albania 
USING GRADED LITERARY TEXTS IN THE EFL CLASSROOM 
Abstract. In this paper we are going to focus on the importance of extensive reading 
in English teaching classes, which shows the inseparability of language and culture in 
language teaching. Using graded literary books in the EFL classroom has been 
common since the beginning of the last century. Recent research supports the linguistic 
and psychological benefits of using EFL graded literary books including increased 
motivation, reading speed, vocabulary development, discourse awareness, and 
meaning-focused input and output. Because there is a link between extensive reading 
and success in language learning, an important objective is to promote enthusiastic 
and independent reading among students. Simplified literary texts can help fulfill this 
need by making content comprehensible and getting students excited about reading a 
large amount of interesting material which matches their developing linguistic ability. 
Therefore, teachers could employ these literary texts as well as associated audio 
recordings, films, and other supplementary texts and exercises in their curriculum. The 
aim of this article is to describe the implementation and results of a cultural multimedia 
module that centers on the simplified novel “1984” by George Orwell.
Keywords: extensive reading, graded literary books, texts, language, culture. 
In foreign language learning and teaching, a good reading competence is a 
necessity for those studying English for academic and occupational purposes. In fact, 
many curricula devote large amounts of time to reading lessons in order to achieve a 
good reading competence as well as to improve their students’ linguistic capabilities. 
The textbooks which are usually used in English as a foreign language classes are 
mainly designed for intensive reading courses and they usually include short and 

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authentic texts followed by a variety of exercises that encourage students to study 
vocabulary and grammar because they know they will be given tests upon that or be 
asked questions that demand a detailed knowledge of vocabulary, structure and 
comprehension details. [4] teachers control the conditions of reading by instructing, 
explaining and illustrating vocabulary, grammar and sentence formation, teaching 
reading strategies and testing students’ comprehension in the hope to help students to 
learn English, which turns reading into a process of detailed study, memorization, 
analysis and guessing [4]. 
The use of reading as a means to learn something extrinsic is common in almost 
all the EFL settings all over the world. Urquhart and Weir state [8] ‘many teachers see 
one of their key roles in the reading classroom as expanding vocabulary knowledge 
and developing learners’ ability to continue to increase their vocabulary’. Such a view 
that reading feeds language learning fails to promote extensive reading skills and can 
even help to fossilize poor reading styles, thus hindering students from ever reading 
efficiency [5]. Thus, through years of learning to read in English, students have 
managed to learn large amounts of vocabulary and every grammatical rule by heart, 
but they cannot read well enough for information or for pleasure and relaxation, being 
able to decode only at the sentence level.
Considering that extensive reading is still the missing ingredient in the EFL 
context, we think that literature modules would be a great way to incorporate U.S. and 
British cultural elements while strengthening English reading abilities. For language 
learners, an awareness of the cultural facets of language makes it easier to comprehend 
the topics and situations they encounter when reading or listening. We also feel that 
using extensive reading offers the potential to create an interesting multimedia 
experience and to introduce variety and more extensive exposure to English. Since 
unabridged literature is typically appropriate for advanced learners, there is a renewed 
interest in integrating graded literary materials such as simplified novels that are 
written especially for beginning and intermediate level students.
Many studies have shown that extensive reading has positive effects on a variety 

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of students’ language skills. Reading aids the acquisition of new vocabulary and helps 
retain prior learned vocabulary. Vocabulary plays a vital role in students’ 
comprehension and acquisition of a foreign language. Researchers argue that 
vocabulary is the foundation of other skills, a core component of language 
development. According to Day, one of the primary ways to learn vocabulary is 
through reading. Reading can serve as a means for vocabulary development because it 
brings students into contact with new words and repeatedly reinforces the words 
previously known. In addition to vocabulary gain, extensive reading has consistently 
been proven to increase other competences. Several studies have shown that extensive 
reading has a significant impact on the students’ communicative competence and 
fosters positive attitudes toward language learning [3].
The benefits of extensive reading are often undermined by the lack of appropriate 
material in textbooks, so teachers must be willing to find alternative sources and create 
their own texts and lessons [10]. Fortunately, the publishing houses of graded literary 
readers offer longer, interesting reading selections in different genres and at different 
levels along with a multitude of support materials such as lesson plans, activities, 
background information on the author, and complete pedagogical guides for using 
simplified novels and their film adaptations. Numerous studies and researchers have 
shown the effectiveness of extensive reading in contexts of English as a second or 
foreign language. According to Nation [6], during extensive reading, students should 
be interested in what they are reading and should be reading with their attention on the 
meaning of the text rather than on learning the language features of the text. Research 
shows that extensive reading is intended to develop good reading habits, to build up 
knowledge of vocabulary and structure, and encourage a liking for reading.
Many researchers, like Day and Bamford, have been influenced by Williams’s 
1986 article about the top 10 principles for teaching extensive reading developing their 
original characteristics as ER principles. “These are what we believe are the basic 
ingredients of extensive reading. We encourage teachers to use them as a way to 
examine their beliefs about reading in general and extensive reading in particular, and 

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the ways they teach foreign language reading. We posit these ten principles in the 
hoped that others will consider them and react to them”. Day and Bamford’s top ten 
principles are [3]: 
1. The reading material is easy. 
2. A variety of reading material on a wide range of topics is available. 
3. Learners choose what they want to read. 
4. Learners read as much as possible. 
5. The purpose of reading is usually related to pleasure, information and general 
understanding. 
6. Reading is its own reward. 
7. Reading speed is usually faster rather than slower. 
8. Reading is individual and silent. 
9. Teachers orient and guide their students. 
10. The teacher is a role model of a reader.
There are several directions that the practice of extensive reading might take. 
Obviously, the current practices of supervised (or instructed) ER will continue. 
Supervised ER does not necessarily have to take place in a school or university. 
Another possibility is independent (non-instructed) ER. This would involve an 
individual or individuals engaging in ER with no supervision. A third direction that the 
practice of ER may take place is blended extensive and intensive reading. This 
direction is beginning to take place and the ER units have excerpts from graded readers 
that encourage students to engage in extensive reading. We believe that the internet is 
becoming a major source of reading material and it will be used as a way to ensure that 
students are reading outside of class. Another internet ER tool is the Moodle Reader 
Module which has quizzes on graded readers and books for young readers, giving 
teachers an easy way to assess their students’ work.
Graded readers are an obvious choice with controlled vocabulary and can match 
students’ proficiency levels. Researchers think that extensive reading can only occur if 
95%-98% of the running words in the text are already familiar to the learner or no 

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burden to the learner. Nuttall [7] recommends 1 % unfamiliar words for texts used in 
extensive reading. Hirsh and Nation [6] found learners would need a vocabulary of 
well over 2, 000 words to read the easiest fiction novels written for teenagers. Above 
all, according to the latter, learning from extensive reading should meet the following 
conditions: focusing on the meaning of the text, understand the type of learning that 
can occur through such reading, having interesting and engaging books, getting 
learners to do large quantities of reading at an appropriate level, and making sure that 
learning from reading is supported by other kinds of learning. In order to meet the 
conditions needed for learning from extensive reading at the students’ proficiency 
levels, it is essential to make use of simplified texts. Therefore, interesting and well-
written graded readers are such simplified texts and are likely to represent the most 
favorable conditions for reading.
The above mentioned principles provide a theoretical framework for putting 
extensive reading into action in the language classroom. The activities might have a 
variety of purposes. In part I, for instance, the activities help teachers introduce 
extensive reading to students, organize and introduce suitable reading material, 
motivate and support, and monitor and evaluate reading. In part II-V, the activities link 
reading with particular aspects of language learning, for example, increasing oral 
fluency, improving reading and writing skills, or learning new vocabulary.