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ERIC Number: EJ1020732
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: ERIC
ISSN: ISSN-1559-663X
Teaching Story without Struggle: Using Graded Readers and Their Audio Packs in the EFL Classroom
Rabbidge, Michael; Lorenzutti, Nico
English Teaching Forum, v51 n3 p28-35 2013
In East Asian nations such as Korea--where EFL is increasingly central to education policy--more and more workshops, seminars, and conferences focus on helping teachers incorporate extensive reading (ER) programs into their teaching contexts. There is a wide range of materials available for ER, including graded readers--novels and short stories that are calibrated to the different language levels of learners. Consequently, intensive reading, accompanied by comprehension questions and language analysis tasks, continued to dominate in Korean classrooms. In order to offer an alternative to this trend, the authors developed the Bimodal Narrative Approach (BNA). This bimodal (reading and listening) approach adheres to many of the main precepts of ER and expands the method by adding listening activities to the extensive reading of a graded reader novel and accompanying audio pack. This article describes how the BNA was taught to a group of public school teachers participating in an in-service training program, including specific reading and listening activities and their evaluation. Video-based activities and evaluation are also discussed.
US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A