Why extensive reading is so effective for language learning ||reading|||||| |extensiva||||||| |đọc rộng||||||| |umfangreiches Lesen||||||| |||||efficace||| |広範な||||||| Warum umfangreiches Lesen beim Sprachenlernen so effektiv ist 多読が語学学習に効果的な理由 Dlaczego obszerne czytanie jest tak skuteczne w nauce języków obcych? Porque é que a leitura extensiva é tão eficaz para a aprendizagem de línguas Почему экстенсивное чтение так эффективно для изучения языка Kapsamlı okuma dil öğrenimi için neden bu kadar etkilidir? Чому інтенсивне читання настільки ефективне для вивчення мови 为什么广泛阅读对语言学习如此有效

Today, I want to talk about extensive reading, also known as free, voluntary ||||||étendue||||||volontaire ||||||extensive|reading||||| ||||||||||||voluntária ||||||umfassendes||||||freiwillig ||||||kapsamlı||||||isteğe bağlı ||||||||||||volontaria 今天|||||||||||| ||||||||||||добровільне ||||||rozsáhlém||||||dobrovolné ||||||広範な||また||||自発的な

reading, because I think reading is such a powerful way to improve ||||||||puissant||| ||||||||powerful|||improve

your language skills, regardless of where you are in the language. |||peu importe||||||| |language||without considering||||||| |||independentemente||||||| |||unabhängig||||||| |||indipendentemente||||||| |||neatkarīgi||||||| |||bez ohledu na||||||| |||関係なく||||||| |||sin importar|||||||

I'm going to refer you to a document that was shown to me from |||||||document|||given||| |||referir|||||||||| |||verweisen auf|||||||||| |||||||documento|||||| es||||||||||||| |||odkázat|||||||||| |||||||文書||||||

Cambridge University, And also another one from Oxford University. Кембридж|||||||Оксфорд| Cambridge|University||||||| Cambridge Üniversitesi|||||||| ケンブリッジ|||||||| Cambridge|||||||Oxford|

Before getting into the subject, it's interesting to note, because I got |||||||||||jsem dostal ||||||||отметить||| ||||Thema||||anzumerken||| ||||||interesting|||that||

curious doing research for this video, the market for language learning zvědavý|||||||||| |||||||marché||| neugierig|||||||||| |||||||market||language|

worldwide in 2023 was over 60 billion U. celosvětově||||| mondial||||| 世界中の||||億| mundial||||| a livello mondiale|||||

S.

dollars, and it's projected to reach 115 billion dollars in the year 2032. |||previsto||alcançar||||| |||voraussichtlich||erreichen||||| |||tahmin ediliyor||||||| |||очікується||||||| |||očekává se||dosáhnout||||| |||予測されている||||||| ||||||mil millones|dólares|||

So it's an enormous market. |||obrovský| |||enormous|market |||devasa| |||巨大な|

Apparently, two thirds of that market, Is for learning English now, по-видимому|||||||||| ||||||||learning|English| ||dois terços|||||||| očigledno|||||||||| rõ ràng|||||||||| offenbar||drei|||||||| görünüşe göre|||||||||| apparentemente||terzi|||||||| |divas||||||||| Zřejmě||||||||||

given that it's not expensive to buy a book, we can buy books online. vzhledem k||||||||||||| ||||||||||||books|online

There's an, a limitless amount of material available online that we ||||||material|available||| |||ilimitada||||||| |||vô hạn||||||| |||unbegrenzte||||||| |||sınırsız||||||| |||illimitato||||||| |||neomezené||||||| |||無限の||||||| |||ilimitada|||||||

can read, that we can access, that we can read and look up words. |||||||||||tra|| |||||||||read||look||words

It is amazing that so much money is spent on the language learning industry, ||úžasné|||||||||||odvětví jazyk |||||||||||||Industrie ||amazing||||money|||||language|learning|industry |||||||||||||industria

on things, for example, like LingQ. |||for instance||

Reading is powerful, but maybe people are discouraged from reading or don't |||||||разочарованы|||| |||||||découragés|||| |||||||discouraged||reading|| |||||||entmutigt|||| ||güçlü|||||cesaret kırıcı|||| ||potente|||||scoraggiati|||| |||||cilvēki|||||| |||||||odrazováni||||

think they can do it on their own, or they feel they need to have a teacher ||||||||||||||have||teacher

to guide them or a system to guide them, but in fact, a lot can be achieved. ||||||||||||||||dosáhnout ||||||||||||||||достигнуто |führen|||||||||||||||erreicht ||||||||||||||||raggiunto

by a motivated learner who is willing to read. ||motivated|learner||||| ||||||disposto|| |||Lernenden||||| ||||||istekli|| ||||||disposto|| ||||kurš|||| ||||||ochotný||

But there are issues and problems, and I want to get into those. |||questions||||||||| |||Themen|||||||||diese |||concerns||problems||||||| |||questioni|||||||entrare|| |||questões|||||||||

First of all, if you refer to the link I left, you will see what extensive |||ja|||||||||||| |||||tham khảo|||||||||| |||||||||||||||étendu |||||başvurursanız||||||||||

reading or free voluntary reading is. ||brīvs||| ||freies||| reading|||optional|| |||volontaire|| |||добровільне||

It's basically just reading, but it's reading material that's of |||||||matériel|| ||||||reading|material||

interest, that's not too difficult, reading on your own, reading at ||||difficult|reading|||||

a good speed, reading silently. ||||silencieusement |||reading|silently ||||silenciosamente ||||leise ||||sessizce ||||silenziosamente ||||klusā balsī ||dobrá rychlost||tiše ||||静かに

I would add, although they don't mention it, it's probably a good ||||viņi||||||| |||bien que|||||||| ||||||erwähnen||||| |||||||||probably||good

idea to also have the audio for the material that you are reading. ||||||||material||||reading

Now, you'll see in this link that the Cambridge study points out certain ||||||||||||určité ||||||||Cambridge||points|| ||||||||||indica|evidenzia| ||||||||||indica|indica|

obvious benefits to extensive reading. zřejmé|||| |||umfassendes| |||extensive|reading

Should be obvious, but may not be obvious to every language learner. ||zřejmé||||||||| ||очевидно||||||||| ||offensichtlich||||||||| it should||||||||||language|learner ||óbvio|||||||||

And that is that reading improves our ability to read, obviously. |||||улучшает||||| |||||verbessert||||| ||||reading|improves||||read|obviously

It improves our vocabulary. |improves||vocabulary

We encounter words. |встречаем| |rencontrons| |encontramos| |susrećemo| |gặp| |begegnen| |incontriamo| mēs|| |setkáváme se|

We encounter words in context with other words. |encontramos||||||

We get to see how they work with other words. nós|||ver||||||

We get a better sense of grammar. wir||||||

It's a massive exposure to the language. |||expozice||| es ist||massive|Aussetzung|||

It's easy to do.

You do it on your own.

When I was learning Chinese in Hong Kong, over 50 years ago, ||||||香港|||| ||||||Kong|Kong|||

my major activity was reading. |Haupt-|||

And I would scour the bookstores of Hong Kong to find readers with vocabulary lists |||обыскать||||||||||| |||parcourir||||||||||| |||search thoroughly||||||||||| |||vasculharia||||||||||| |||pretraživati||||||||||| |||搜尋||||||||||| |||durchsuchen||||||||Leser||| |||dolaşmak||||||||okuyucular||| |||setacciare|||||Kong|||||| |es||izpētītu||||||||||vārdu| |||搜遍||||||||||| |||обшукувати||||||||читачі||| |||lùng sục||||||||||| |||prohledávat||knihkupectví||||||||| |||探し回る||||||||||| |||revisaría|||||||||||

behind each chapter, which I would review before reading and then after reading. derrière|||||||||||| ||Kapitel||||überprüfen|||||| her birinin arkasında|||||||||||| dietro|||||||||||| aiz|||||||||||| ||kapitola||||přezkoum||||||

There wasn't so much audio available in those days.

Reading is powerful.

I also consider that, especially if you listen to the same material ||považuji|||||||||

that you're reading, it upsets you. ||||te dérange| ||||te perturba| ||||uzrujava| ||||ärgert| ||||rahatsız eder| ||||ti disturba| |||tas|| ||||rozrušuje| ||||怒らせる| ||||te molesta|

Almost like speaking because when you are reading on your own in a foreign |||||||||||||иностранном |||||du||||deiner||||

language, you are sub vocalizing. ||||vocalizando |||phụ đề|hát thành tiếng |||unter|vocalisieren ||||sesli okuma ||||vocalizzando ||||发声 ||||вокалізуючи

So therefore it helps you to get to where you can speak. |takže|||||||||| ||||||||wo||| |bu nedenle|||||||||| |quindi||||||||||

It helps you with your comprehension, grasp of grammar, seeing words in context. ||||||compréhension|||||| ||||||entendimento|||||| ||||||razumijevanje|||||| |||||sự hiểu biết|nắm vững|||||| ||||||Verständnis|||||| ||||||comprensione|||||| |||||porozumění|porozumění||||||

All of these things are greatly, assisted by free voluntary reading. ||||||помогает|||| |||||grandement||||volontaire| |||||muito|auxiliadas|||| |||||||||tự nguyện| |||||sehr|unterstützt|||| |||||büyük ölçüde|desteklenir|||| |||||molto|aiutati|||| |||||výrazně|podporovány|||| |||||大いに|助けられた||||

Now the Cambridge study refers to what they call obstacles. ||||относится||||| |||||||||barriers challenges ||||bezieht|||||Hindernisse ||||atıfta bulunuyor||||| |||||||||ostacoli |||pētījums|||||| |||||||||障碍 ||||посилається на|||||перешкоди |||||||||překážky |||||||||障害

To free voluntary reading or extensive reading and most of those obstacles seem |||||||||||překážky| ||||||||大多數|||| |||||||||||障害| |livre|||||||||||

to refer to the resistance from teachers who are Reluctant to see the learners go |||||||||неохотные||||| |||||||||réticents||||| ||||opposition|||||||||| |||||||||nevoljni||||| |||||||||不情願||||| ||||Widerstand|||||bereitwillig||||| |||||||||riluttanti||||| ||||||skolotājiem|||||||| |||||||||неохочі||||| ||||odpor|||||neochotní||||| |||||の|||||||||

off on their own ahead of what the teacher wants to teach or that the classroom You ||||devant|||||||||||| ||||vor|||||||lehren||||| ||||avanti|||||||||||| ||||à frente|||||||||||a sala de aula| |||||||||||||||教室|

know student will spend his or her time reading rather than Studying grammar or |||||||||||étudier|| der|||||||||||||

doing the other things the activities that the teacher wants to do in other ||||||||||faire|||

words The teacher is reluctant to give up their time Teacher time, classroom time ||||réticent||||||||| ||||unwilling||||||||| ||||bereitwillig||||||||| ||||isteksiz||||||||| ||||неохочий||||||||| ||||neochotný||||||||| ||||reacia|||||||||

to free voluntary reading, although it has been demonstrated that free voluntary ||volontaire||||||démontré|||volontaire ||||||||demonstriert||| ||||||||gösterilmiştir||| ||||||||示されている|||

reading has all of these benefits.

So the resistance on the part of some teachers is considered the main obstacle, |||||||||||||obstacle |||||||||||||障礙 ||||||||||gilt|||Hindernis |||||||||||||ostacolo ||||||||skolotājiem||||| ||odpor||||||||považována|||překážka |||||||||||||障害

but I don't see that as the main obstacle. bet|||||||| ||ne|||||| ||||||||障害

To me, the biggest problem or the biggest obstacle when it comes to ||||||||překážka||||

free voluntary reading is vocabulary. |volontaire|||

Some of the proponents of free voluntary reading or extensive reading suggest that |||сторонники||||||||| |||partisans||||||||| |||supporters||||||||| |||os defensores||||||||| |||zagovornici||||||||| |||支持者||||||||| |||Befürworter||||||||schlagen| |||savunucuları||||||||öneriyorlar| |||sostenitori||||||||| |||прихильники||||||||| |||người ủng hộ||||||||| |||příznivci||||||||navrhují že| |||支持者|||||||||

free voluntary reading should be based on no more than four words per page of |||||basieren|||||||||

unknown words or a couple of percent unknown words for it to be a pleasant ||||||||||||||agradável ||||||||||||||angenehm ||||||||||||||piacevole ||||pāris|||||||||| neznámé|||||||||||||| ||||||||||||||快適な

experience and that the student should be encouraged to guess or infer the |||||||поощрён||||делать выводы| |||||||||deviner||inférer| |||||||||||deduce| |||||||||||inferir| |||||||||||zaključiti| |||||||||||suy ra| |||||||ermutigt||||schließen| |||||||||||inferire| ||||students|||||||| |||||||||||висновок| |||||||||||推斷| |||||||podporován||||usuzovat| ||||estudiante||||||||

meaning of words that they don't know.

To me, that's wrong. ||tas|

Actually, I shouldn't say it's wrong, but I should say that the strategy

when it comes to free voluntary reading depends on who you are |||||||abhängt||||

and where you are in the language.

Obviously, if you're a school child and you've got 10, 12 years or more to Očividně||||||||||||

improve your vocabulary and to develop that sense of joy of reading, then free

voluntary reading with a very small number of unknown words is a good thing. |||||mazs|||||||| ||||||||neznámých||||| ||||||||||||gute|

Again, I would avoid the sort of. |es||||| |||vyhnul bych se||| |||vermeiden||| |||evitaria|||

Teaching reading strategies, inferring strategies, just let the child read, let |||inférence||||||| |||inferring||||||| |||inferência||||||| |||inferiranje||||||| |||推斷||||||| |||Schlussfolgern||||||| |||inferenza||||||| |||推断||||||| |||vyvozování||||||| |||推測|||||||

the words they don't understand go by.

They'll eventually figure them out one way or another. ||vymyslí|||||| ||理解する||||||

So that's free voluntary reading in the sense that Krashen describes |||||||||克拉申| |||||||||Krashen|beschreibt ||||||||||述べている

it for people in school, probably a better use of the student's time than |||||||||||學生的|| |||||||||||do aluno|| |||||||||||studente|| |||||||||||del estudiante|| |||||||||||学生の||

listening to the teacher in many cases. ||||||場合

However, when we as adults, and I include say students at a university, say at |||||||zahrnu||||||| ||||Erwachsene|||einbeziehen||Studierende||||| ||||||I|include|||||||

a foreign university where they're having to take courses in a foreign |||||müssen|||Kurse|||

language, adults wanting to learn a language, we are in a bigger hurry. ||||||||||||pressa ||wollende|||||||||| |||||||mēs||||| ||||||||||||větším spěchu ||||||言語||||||急いでいる |adultos|||||||||||

We don't have.

12 years to gradually, slowly increase our vocabulary. ||postupně||zvyšovat|| ||graduellement|||| ||allmählich||||

We need to increase our vocabulary more quickly.

And therefore the strategy has to be different. |proto|||||| |portanto||||||

We can't be dealing with just 2 percent unknown words. mēs|||||||| |||zabývat se||||| ||||||pourcent|| noi|||||||| |||lidando com|||||

When we start in the language, of course, we have no known words

or depending on how different the language is to a language we know.

So typically my strategy is I go to the many stories and, or you go to ||||||||die|||||||

other easy content, lots of repetition. ||obsah|||

So we are able to knock off the 500, most common words of the language. |||||éliminer|||||||| |||||abgehakt|||||||| ||||to||||||||| |||||togliere|||||||| |||||вибрати||||||||

We all know that.

Frequency declines very quickly. |declina|| |opada|| Die Frequenz|sinkt|| |azalır|| |diminuisce|| Частота(1)|знижується|| |klesá|| 頻率下降得很快。

And now we have to deal with chasing those low frequency words that are very |||||||perseguir||||||| |||||||lovom||||||| |||||||jagen||niedrigen||||| |||||||peşinde koşma||||||| |||||||inseguire||||||| |||||||переслідування||||||| |||||||sledováním|||||||

important and yet don't appear that often. ||||se objevují|| ||||apparaître|| ||||erscheinen|| ||||aparecem||

So then in my experience, we need to deal with a larger number of unknown words. |||||||||||větším|||neznámých| also||||||||umgehen|||||||

Either we say using LingQ, we look them up and we hope to acquire buď|||||||||||||získat |||||||||||||erwerben ou|||||||as|||||| Або|||||||||||||

these words by seeing them often enough, or we just let them go. šos||||||||mēs||||

You can have free voluntary reading with a book where there's a lot of unknown words. ||||voluntária|leitura||||||||||

I never bother inferring or guessing. ||me dérange|à inférer|| ||me dou ao trabalho de|inferir||adivinhando |||suy ra|| ich|nie|kümmere|schließen||raten ||rahatsız olurum|çıkarım yapmak|| io|||inferire||indovinare es||||| |||推断|| ||obtěžuju|usuzovat||hádat 我從不費心去推論或猜測。

I, it just flows by me. |||passe|| |it|appena||| |es||vergeht|| |tas|||| |||пропливає|| |||plyne|| |||通り過ぎる||

But there is some benefit in encountering those words in this ||||||de rencontrer|||| ||||||encontrar|||| ||||||begegnen|||| ||||||incontrare|||| ||||||зустрічі з|||| ||||||setkání s|||| ||||||出会う||||

free voluntary reading format. freies|||format |||format |||形式

However, it's frustrating if you forever don't know what the words mean. Nicméně|||||navždy|||||| ||frustrant||||||||| ||frustrierend|||immer||||||

And that's essentially. ||v podstatě ||özünde

What's at the origin of link typically early on when I'm starting in a language, |||Ursprung|||typischerweise|||||||| |||başlangıcında||||||||||| |||始まり|||||||||||

it might have 30 percent unknown words. tas|||||

And I admit that's difficult. ||přiznávám|| ||priznajem|| ||zugeben|| ||kabul ediyorum||

And we track these statistics at link. ||sledovat|||| ||suivons|||| ||izliyoruz||||

And of course, initially you may know a bunch of words that the system |||zpočátku|||||spoustu||||| |||öncelikle|||||||||| |||zunächst|||||||||| |||initially||||||||||

doesn't yet know that, So that might also push the number up to 50%. ||||||pode||||||

If I were to go into Dutch, for example, it'll show me a large ||||||holandštině||||||| ||||||Niederländisch||||||| |||||||||o gösterir|||| ||||||オランダ語|||||||

percentage of words that I don't know. procento|||||| percentuale|||||| porcentaje||||||

And in fact, in the case of Dutch, I can infer the meaning of those words. ||||||||||inférer||||| ||||||||||suy ra||||| ||||||||||çıkarım yapmak||||| ||||||||es||||||| ||||||||||вивести||||| ||||||||||usuzovat|||||

But in Turkish, that's not the case.

Very difficult for me to infer the meaning of words unless they're ||||||||||pokud nejsou| ||||||||||à moins| sehr||||||||||es sei denn| |||||deduce|||||| ||||||||||a menos que|

connected to words that I already know. spojené|||||| saistīts||||||

So in terms of the percentage that I can deal with. |||||porcentaje|||||

15%, 15 to 20 percent is an acceptable level of unknown words for me. ||||přijatelná|||||| |||||līmenis||||| ||||akzeptables|||||| ||||許容できる||||||

And so I develop a strategy which says at an early stage, I want |||||||||||fázi|| |||||||||||Phase||

material that's five minutes long.

I want maybe 15 to 20 percent unknown words.

I want that to be about 20 words that I'm trying to learn. |||||||||||mācīties ||||||||ich|||

2025 words that I've never seen before.

And that is my strategy and it's an optimum position. ||||||||posição ideal| ||||||||最佳| |||||||||Position ||||||||ottimale| ||||||||最佳| ||||||||optimální|pozice ||||||||最適な|

It's a sweet spot in terms of increasing my vocabulary so that I can eventually |||||||zvyšování||||||| |||endroit||||||||||| ||guter|Stelle||||||||||| It is|||spot|||||||||||

reach the stage where I can read a paper book because I will have enough vocabulary dosáhnout||stádium|||||||||||||

so that I won't be guessing at every second or third word, but at the same ||||||||otrā||trešā||||| |||nicht||||||||||||

time, it won't be, only three, four words per page that are unknown to me because |||||||||lappusē||||||

then I'm not increasing my vocabulary. |||rozšiřuji|| |||erweitere||

Make no mistake. ||Fehler ||error

We need a lot of vocabulary.

Even low frequency vocabulary in order to enjoy free voluntary reading. |||vārdu krājums||||||| |||||||||voluntaria|

So we have to invest that time in getting our vocabulary level up. ||||investovat||||zvyšování|||| ||||投資する||||||||

But while we are doing that, we are increasing our familiarity with the ||||||||zvyšujeme||znalost||

language again, the research has shown that people who read a lot, they write |||||montré||||||||

better, they have better grammar.

They speak better.

There's tremendous benefits to this free voluntary reading, but |obrovské||||||| |great||||||| |büyük|||||||

you have to be prepared for it. ||||vorbereitet|| ||||preparato||

You have to build yourself up to be able to do it. |||costruire||||||||

If you try to do that from day one, I think it'll be quite difficult. ja||||||||||||||

One other strategy I have is to stay in a limited range, a |||es||||||||| |||||||||||rozsahu| |||||||||||faixa|

limited content area for a while. |obsah||||

So that if I'm doing history of say in this case, the Ottoman ||||||||||||オスマン

Empire, I will stay with that.

So the same vocabulary will repeat. |||||wiederholen

I have found that typically fiction is much more difficult. ||||thường thì|tiểu thuyết|||| |||||Fiktion|||| |||||la narrativa||||

There's a far broader range of words and given the tremendous Precipitous decline |||plus large||||||||précipité| |||||||||||steep sudden| |||||||||||acentuada| |||širi||||||||strmog| |||||||||||急劇的| |||breiteres||||||||steilen|Rückgang |||daha geniş|||||||olağanüstü|| |||||||||||precipitoso| ||||||||ņemot vērā|||| ||||||||||||下降 |||||||||||стрімкий|різке падіння |||||||||||dốc đứng| ||||||||vzhledem k||ohromný|strmý|pokles |||||||||||急激な| |||||||||||precipitado|

of frequency of words in any language. |fréquence|||||

You want to, have a strategy where you have a greater likelihood of meeting |||||||||||probabilité|| |||||||||||maior probabilidade|| |||||||||||vjerojatnost|| |||||||||||khả năng|| |||||||||||Wahrscheinlichkeit||Treffen ||||||||||daha yüksek|olasılık||toplantı yapma |||||||||||可能性|| |||||||||||ймовірність|| ||||||||||větší|pravděpodobnost|| |||||||あなた||||可能性||

the same words or related words again. ||||||wieder

So to summarize, many people like video. ||résumer|||| ||zusammenfassen||||Videos ||要約すると||||

I'm not a big fan.

I like video.

I like film, but for language learning, video is less effective.

There's a lot of dead time. |a|||dead|

Sometimes it's difficult to catch what people are saying. ||||verstehen|||| ||||entender||||

Whereas reading is pure words. |||čisté| Oysa|||sadece|

And to that extent, listening is pure words. |||míře|||| ||||klausīšanās||| |||o ölçüde|||| |||その程度|||| |||||es||

So that if we're talking not just about what's enjoyable, but how do |||||||||příjemné||| |||||||||agradable|||

we improve our vocabulary, how do we improve our grasp of the language, |||||||||maîtrise||| ||||||||our|||| |||||||||razumijevanje||| |||||||||anlayışımız||| |||||||||porozumění||| |||||||||理解|||

reading and it's associated activity of listening to my mind are the way to go. |||verbundene||||||||||| |||ilişkili||||||||||| |||関連した|||||||||||

And yes, you want to consume more and more of the language, more and more ||tu|||||||||||| |||||consumere|||||||||

extensive, more and more free, voluntary. mở rộng|||||

And above all, you don't. und|||| ||特に||

want to have too much teacher intervention. ||||||can thiệp ||||||Intervention ||||||müdahale ||||||intervento ||||||干预 ||||||zásah učitele ||||||介入

Teachers love to have pre reading questions and post reading questions and ||||vorbereitende||||||| ||||||||sonrası|||

comprehension questions and instructing you on how to infer and critical thinking. |||vous instruire|||||inférer||| |||instruindo|||||||| |||unterrichten|||||||| |||talimat verme|||||||| |||istruirti|||||||| |||інструктаж|||||висновок 1||| porozumění|||pokyny|||||vyvozovat||| |||指示する|||||||批判的|

I always quote Ruben Alves who says, nothing destroys the enjoyment ||cite|||||||| ||zitiere||||||zerstört|| ||alıntı yaparım|||||||| |||Ruben|||||||divertimento ||citát||||||ničí||užitek ||||アルヴェス|||||| |||Ruben|||||||

of reading as much as being asked questions about what you have read. |lecture|||||||||||

I may not understand it perfectly, but it's what I understood. es|||||||||| ||||||||||verstanden

I'm happy with that.

I don't want to be challenged. |||||vyzvánán |||||herausgefordert |||||sfidato

I just want to enjoy my reading.

The essence of free voluntary reading is to be free of those kinds of impositions ||||||||||||||impositions |nature|||||||||||||restrictions ||||||||||||||impositions ||||||||||||||imposições ||||||||||||||nametanja ||||||||||||||áp đặt |Essenz|||||||||||||Auferlegungen |özü|||||||||||||dayatmalar ||||||||||||||imposizioni ||||||||||||||обмежень |podstata|||||||||||||nátlaku |本質|||||||||||||押し付け ||||||||||||||imposiciones

from the teacher and free to explore the language following a strategy where you're from|||||||||||||

gradually increasing your ability to take on more and more difficult, potentially |zvyšující se|||||||||| |||||||||||潜在的に

more and more interesting material, longer material, and that way you will eventually ||||||||||||nakonec |||intéressant||||||||| ||||||||||||alla fine

achieve your language learning goal.

So with that, I wanted to leave you those references to people talking |||||||||Referenzen|||

about free voluntary reading and lend my support to free voluntary reading. |||||donner||soutien|||volontaire| |||||dati|||||| |||||leiste|||||| |||||destek veriyorum|||||| |||||poskytnout|||||| |||||与える|||||| |||||prestar||||||

One of Crouch's big bugbears, extensive reading. ||de Crouch||cauchemar|| ||||pet peeves|| ||Crouch's|big|problems|| ||Crouch||fantasmas|| ||Crouchs||Ängste|| ||||sorunları|| ||Crouch||preoccupazioni|| ||Крауча||постійні проблеми|| ||クラウチの||悩みの種|| ||Crouch||problemas||

As a relatively inexpensive and effective way to improve your ||relativement|inexpensive|||||| ||relativ günstige|preiswert|||||| |||uygun fiyatlı|||||| |||economico|||||| |||便宜|||||| |||недорога||||||

language skills in any language. jezik||||