The interpretational preferences of null and overt pronouns in Chinese

2021 ◽  
pp. 1-28
Author(s):  
AILI ZHANG ◽  
NAYOUNG KWON
Keyword(s):  
Reading Comprehension ◽  
Experimental Results ◽  
Overt Pronouns ◽  
Reading Experiment ◽  
The Subject ◽  
Different Levels

We report three reading comprehension experiments investigating the interpretational preferences and processing of pro and overt pronouns in Chinese, a ‘discourse-oriented’ pro-drop language (Huang 1984). Our offline rating experiments showed that both pro and overt pronouns were subject-based, but the preference for the subject antecedents was stronger with pro than with overt pronouns. In addition, these different levels of subject biases were confirmed in a self-paced reading experiment; a processing penalty was incurred with object antecedent interpretation regardless of the pronominal type, but the penalty was bigger for pro than for overt pronouns. These experimental results are consistent with Accessibility theory that less specific anaphoric expressions (e.g. pro) were less likely than more specific anaphoric expressions (e.g. overt pronouns) to refer to a less prominent antecedent (e.g. syntactic object).

scholarly journals AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN READING COMPREHENSION AT SMA NEGERI 1 SUKODADI LAMONGAN

JURNAL ELINK ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 21
Author(s):  
Sulih Okta Prihatini
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Data Display ◽  
The Third ◽  
Tenth Grade ◽  
The Subject ◽  
Inferential Comprehension ◽  
Different Levels

Reading is one of the four language skills taught in the English language learning process besides listening, speaking, and writing. This research aims to know the students’ difficulties in reading comprehension at SMA Negeri 1 Sukodadi and to know the factors of students’ difficulties in reading comprehension at SMA Negeri 1 Sukodadi. This research is descriptive qualitative research. The research was conducted in march 2020. The subject of research was the tenth-grade MIPA 5 of SMA Negeri 1 Sukodadi who were detected that they had difficulties in reading comprehension. The techniques for collecting the data were interviews and documents. the researcher collected the data such as students’ worksheet. The second was data reduction. The researcher classified and reduced the data based on focus. The researcher deleted several data that did not relate to the difficulties in reading comprehension. The third was the data display, the researcher arranged the information to conclude. The researcher presented the data from the difficulties in reading comprehension, and the last is the conclusion. The result of the research showed that some students had difficulties in reading comprehension and they had difficulty in different levels, namely literal comprehension, inferential comprehension, critical comprehension, and creative comprehension. The most difficulties experienced by students were at the level of creative comprehension. The factor of the students’ difficulties in comprehension at tenth grade, there was an inadequate instruction presented by the teacher, lack of pupils’ interest, and the vocabulary difficulties. Keywords: Students’ Difficulties, Reading Comprehension

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

Improving Students’ Achievement in Reading Comprehension Through Advance Organizer Strategy

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Tuti Andriani Siregar ◽  
Didik Santoso ◽  
Anni Holila Pulungan
Keyword(s):  
Reading Comprehension ◽  
Key Words ◽  
Learning Process ◽  
Advance Organizer ◽  
Teaching Reading ◽  
Significant Progress ◽  
The Subject ◽  
Passing Grade

This study deals with the improvement of the students’ achievement in reading comprehension through advance organizer strategy. The objectives of this research were to improve the students’ achievement in reading comprehension as well as the process of learning reading comprehension by using advance organizer strategy.  The subject of the study was grade XI IPA 2 Madrasah Aliyah Negeri Binjai consisting of 33 students. The data of this study were obtained by using test, observation sheets and interview. This research was conducted in two cycles because in the pre-test (without treatment), the average of the students’ score was 59,24. In the first cycle test, it was 74,30. It is lower than the minimum passing grade, and if is viewed from the observation sheets, the situation of the learning process hasn’t met the criteria of the success. So the writer continued to the second cycle. There was a significant progress on the students’ achievement in reading comprehension in the second cycle, and the average of the students was 82,94. The students were more active and enthusiastic in following the lesson. Therefore, the teaching reading comprehension through advance organizer strategy can improve the students’ achievement in reading comprehension quantitatively and qualitatively. Key words:  improving, reading comprehension, advance organizer strategy.

Reading, Encoding, Annotating, and Pondering Technique As Learning Process In Pandemic Era to Improve Reading Comprehension Stability or Students

2021 ◽  
Vol 2 (1) ◽  
pp. 47-58
Author(s):  
Ferri Susanto
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Qualitative Method ◽  
The Internet ◽  
School Based ◽  
Comprehension Ability ◽  
Field Notes ◽  
The Subject ◽  
Student Observation ◽  
Reading Comprehension Ability

The students' reading comprehension is very lowat the pandemic era, Theyare difficult to understand  the text, they don’t haveEnough English vocabulary, Many teachers/lecturer used  techniques that wereless precise in teaching reading, and the students got reading comprehension scores below the minimum completion criteria (KKM). This research aims to determine whether using Reading, Encoding, Annotating, and Pondering techhnique as Learning process in pandemic era to improve reading comprehension stability for students.This research is conducted by using descriptive qualitative method, which describe of students’s problem at pandemic era by zoom in the Internet after that, analyze the data which used percentage.The researcher also has done pre-assesment for supporting accurate data.The subjects of this research were 20 students, consisted 11 females and 9 males. The subject Instrument used in this research is reading comprehension test, researcher observation cheklits and field notes, student observation Cheklist and field notes, interview and documentation by zoom at the Internet. According to avarage results, the increasing for  students' reading comprehension ability on the pre-assessment  is the average student reaches, (55.14%), learning 1  (62.15%), learning 2  (70.14%), and learning 3 (75.65%)  avarage students’ score increase and got standardization of school. Based on the result in each levels which  there is  indeed REAP technique could increasing students’ reading comprehension text.

Structures and phase transitions in barium sodium niobate tungsten bronze (BNN)

2021 ◽  
Vol 77 (6) ◽  
Author(s):  
Thomas A. Whittle ◽  
Christopher J. Howard ◽  
Siegbert Schmid
Keyword(s):  
Phase Transitions ◽  
Room Temperature ◽  
Tungsten Bronze ◽  
Standard Setting ◽  
Experimental Results ◽  
Temperature Structure ◽  
Sodium Niobate ◽  
Tetragonal Tungsten Bronze ◽  
Space Group ◽  
The Subject

The room-temperature structure of the filled tetragonal tungsten bronze, Ba2NaNb5O15 (BNN), has been the subject of a number of studies, and these studies have given an almost corresponding number of different results. From a group theoretical examination of the different possibilities and a review of the published experimental results we conclude that the room-temperature structure is that proposed by Labbé et al. [J. Phys. Condens. Matter (1989), 2, 25–43] in the space group Bbm2 (Ama2 in standard setting) on a 2\sqrt{2}a × \sqrt{2}a × 2c cell. Upon heating, the structure remains ferroelectric but becomes tetragonal (space group P4bm) at 550 K, then paraelectric (space group P4/mbm) at and above 860 K.

Immunochemical Investigation of the Serum Proteins in Chick Embryos

Development ◽  
1963 ◽  
Vol 11 (4) ◽  
pp. 683-688
Author(s):  
F. Peetoom ◽  
W. J. A. TH. Kraijenhoff Sloot ◽  
M. W. Woerdeman
Keyword(s):  
Serum Proteins ◽  
Experimental Results ◽  
Chick Embryos ◽  
Lens Proteins ◽  
Embryonic Antigens ◽  
Specific Antisera ◽  
Precipitation Band ◽  
Immunochemical Investigation ◽  
The Subject ◽  
Chick Lens

The use of specific antisera against different embryonic antigens to detect a correlation between morphological and immunochemical differentiation in ontogenesis has proved to be a valuable technique. In a study of the appearance of lens proteins in chick embryos, using various antisera and agar precipitation methods, we observed the development of precipitation lines which did not correspond to specific lens proteins. These lines were encountered in the Ouchterlony and immunoelectrophoretic pictures obtained with young (up to 120 hr.) embryo or lens extracts when these were tested with antiserum to 24-hr, embryo extract or to adult chick serum. However, this type of precipitation band was never found when antiserum against adult chick lens was used. Some of our experimental results which clarify the nature of these precipitation reactions are summarized below. Full details of these experiments are the subject of another publication.

scholarly journals Multimedia Quality Integration Using Piecewise Function

2011 ◽  
Vol 1 ◽  
pp. 375-380
Author(s):  
Shu Ai Wan ◽  
Kai Fang Yang ◽  
Hai Yong Zhou
Keyword(s):  
Visual Quality ◽  
Experimental Results ◽  
Integration Model ◽  
Quality Performance ◽  
Piecewise Function ◽  
Proposed Model ◽  
Constant Coefficients ◽  
Theoretical Analyses ◽  
Different Levels

In this paper the important issue of multimedia quality evaluation is concerned, given the unimodal quality of audio and video. Firstly, the quality integration model recommended in G.1070 is evaluated using experimental results. Theoretical analyses aide empirical observations suggest that the constant coefficients used in the G.1070 model should actually be piecewise adjusted for different levels of audio and visual quality. Then a piecewise function is proposed to perform multimedia quality integration under different levels of the audio and visual quality. Performance gain observed from experimental results substantiates the effectiveness of the proposed model.

scholarly journals Prueba cognitiva–cuantitativa para identificar el Acercamiento Comunicativo Dialógico Textual del docente

2016 ◽  
pp. 45-74
Author(s):  
Mtra. Claudia Flores Cervantes ◽  
Dra. Alma Alicia Benítez Pérez
Keyword(s):  
Reading Comprehension ◽  
Knowledge Acquisition ◽  
Scientific Knowledge ◽  
Teaching Staff ◽  
Scientific Texts ◽  
Quantitative Test ◽  
First Results ◽  
The Subject ◽  
Probabilistic Diagnosis ◽  
Cognitive Dimensions

Este artículo tiene como objetivo proponer una prueba cognitiva–cuantitativa para identificar el Acercamiento Comunicativo Dialógico Textual en el docente de nivel medio superior con relación al texto científico, a partir de la elaboración de una rúbrica integrada por categorías (dimensiones cognitivas) y niveles de comprensión de lectura, al tiempo de ser una base para la elaboración de ítems. Actualmente la prueba se encuentra en etapa diagnóstica y es de corte cuantitativo no probabilístico. Los primeros resultados señalan que sí es posible identificar el ACDT, justo donde la decodificación que realiza el sujeto sobre el objeto textual, determina la profundidad del diálogo y la adquisición del conocimiento científico en torno al mensaje. AbstractThe objective of this article is to propose a cognitive–quantitative test to identify the Dialogic–Textual Communicative Approach Of the upper middle education's teaching staff about scientific texts, from a rubric integrated by categories (cognitive dimensions) and reading comprehension levels. It's important to mention that this rubric was also used to elaborate the items. Currently the test is on a quantitative not probabilistic diagnosis stage. The first results conclude that certainly the ACDT, can be identifiable, where the decoding that the subject is doing about the textual object, determines the depth of the dialogue and the scientific knowledge acquisition about the message. Recibido: 17 de agosto de 2015 Aceptado: 01 de marzo de 2016

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