scholarly journals THE EFFECTS OF READING ACTIVITY CHARACTERISTICS ON L2 READING PROCESSES AND NOTICING OF GLOSSED CONSTRUCTIONS

2018 ◽  
Vol 40 (4) ◽  
pp. 755-780 ◽  
Author(s):  
Jookyoung Jung ◽  
Andrea Révész
Keyword(s):  
Second Language Reading ◽  
L2 Reading ◽  
Reading Processes ◽  
Stimulated Recall ◽  
Recall Data ◽  
Unaccusative Verbs ◽  
Reading Activity ◽  
Reading Activities ◽  
Korean Learners ◽  
Korean Learners Of English

AbstractThis study examined the extent to which manipulating the characteristics of second language reading activities affects the reading process and noticing of glossed linguistic constructions. Thirty-eight Korean learners of English read two texts under conditions that required more or less careful reading. For the condition intended to promote more careful reading, each paragraph of the texts was divided into three or four subparts. For the condition expected to elicit less careful reading, each paragraph was split into two sections. While reading the texts, the participants’ eye movements were recorded. Eleven students were further invited to participate in stimulated recall protocols. The target constructions were English unaccusative verbs and 10 pseudowords, which were glossed with Korean translations. The eye movement and stimulated recall data indicated that, as predicted, the participants processed the texts more carefully and attended to the target verbs more closely when paragraphs were divided into more subparts.

Pre-Reading and the use of Advance Organisers in L2 Reading Instruction

1988 ◽  
Vol 81-82 ◽  
pp. 19-46
Author(s):  
Ian Tudor
Keyword(s):  
Reading Instruction ◽  
Text Comprehension ◽  
Difficulty Level ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Learners ◽  
The Subject ◽  
Reading Activity ◽  
Reading Activities ◽  
L1 English

Abstract The article describes an experiment in the use of one category of pre-reading activity, advance organisers, with a population of L2 learners (L2-French; L1-English) at three proficiency levels. Advance organisers, like other pre-reading act)vities, are designed to encourage a more contextually sensitive and schemata driven form of reading strategy usage, and thus counteract the observed tendency of L2 learners to process texts in a too exclusively decoding oriented manner. It was hypothesised that the presence of an advanced organiser would facilitate the text comprehension of the subject L2 learners, particularly with respect to their use of discourse constraints. The results indicated some degree of facultative potential, but not in the dominantly discourse-constraint oriented manner predicted. Levels of facilitation appeared to depend on subject proficiency level and difficulty level of the text. Implications for the use of pre-reading activities and for further research in this area are discussed.

scholarly journals Rancangan Kegiatan Literasi Informasi di SMA Negeri 1 Padang

2019 ◽  
Vol 8 (1) ◽  
pp. 242
Author(s):  
Meisye Asmaul Husna ◽  
Marlini Marlini
Keyword(s):  
Information Literacy ◽  
School Environment ◽  
Literacy Activities ◽  
Bulletin Boards ◽  
Master Design ◽  
Implementation Time ◽  
User Guidance ◽  
Reading Activity ◽  
Reading Activities

AbstractBased on the results of research that has been done, the literacy activities at SMAN1 Padang are in accordance with the activities in the Master Design Movement of the School Literacy Movement, then it can be concluded as follows. First the design of information literacy activities at SMAN 1 Padang, namely: (1) reading activity 15 minutes before learning, i.e. making a literacy journal for students; (2) reading award, namely literacy ambassador. (3) Literacy corner, holding a reading corner in the park. (4) reading books by utilizing the role of the library, holding user guidance. (5) procurement of libraries as a source of literacy, making literacy bulletin boards. Second, constraints in the utilization of information literacy at SMAN 1 Padang, namely: limited implementation time in reading activities 15 minutes before learning, lack of placement of reading corners and completeness of reading collections in the literacy corner, lack of implementing reading award activities. Third, efforts to overcome obstacles in information literacy activities at SMAN 1 Padang, namely: increasing the implementation time of reading activities 15 minutes before learning, increasing collection and placement of reading corners in the school environment, continuing reading reading activities and adding prizes to students.Keywords: design, literacy

scholarly journals TEACHER TEACHING STYLES IN INTRODUCING CONCEPT MAPPING STRATEGY IN READING COMPREHENSION ACTIVITY AT SENIOR HIGH SCHOOLS IN MEUREUDU, ACEH

2019 ◽  
Vol 6 (2) ◽  
pp. 130
Author(s):  
Khairiah Syahabuddin ◽  
Rahmat Yusny ◽  
Nia Zahara
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Concept Mapping ◽  
Learning Experience ◽  
Teaching Style ◽  
Teaching Styles ◽  
English Classes ◽  
Mapping Strategy ◽  
Reading Activity ◽  
Reading Activities

The objective of this study is to learn how English teachers’ teaching style at Senior High Schools (SMAs) in Meureudu in introducing concept mapping strategy in delivering reading comprehension lesson. In teaching Reading Comprehension, different teaching styles gives different students learning experience and output, and using concept mapping, students are stimulated to have better control over their comprehension. This study was conducted at SMA 1 Meureudu and SMA 2 Meureudu, a town located 123 kms from Banda Aceh, Indonesia. Very often, English classes in schools located far from the main cities in Aceh suffer from lack interesting activity The study was using qualitative approach through class activity observations and interviews. Concept mapping activities facilitated by the teachers at SMA 1 Meureudu used digital projector and paper handouts as the media for the group activities. The teacher of SMA 2 Meureudu used only handout paper as a medium and by pairing the students. The findings of this study showed that the teaching styles in delivering reading activity using the concept mapping activity used by the teachers in both schools differ in the way how the teacher assign student to work on the task. The students were found to be more fully engaged in the reading activity with concept mapping compared to any past reading activities using translating line-by-line and answering questions. Assigning group reading task also help boost the students motivation and collaborative responsibility to learn.

scholarly journals Becoming Citizens: Dialogical Document Work in the Classroom of the People’s Home

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Anna Hampson Lundh ◽  
Mats Dolatkhah
Keyword(s):  
Short Story ◽  
Information Science ◽  
The Political ◽  
Library And Information Science ◽  
Good Citizenship ◽  
Political Project ◽  
Post War ◽  
Reading Activity ◽  
Reading Activities ◽  
The Welfare State

The aim of this paper is twofold. Firstly, to analyse how a particular reading activity in a post-war Swedish comprehensive school, was part of the larger social and political project of the welfare state, and tied to the notion of good citizenship. Thereby, and secondly, the paper aims to illustrate how dialogical document theory enables the study of reading, and possibly other types of document work and practices. The analysis of a speech by a teacher about what can be learnt from a short story during a Swedish lesson in a primary school in 1968 illustrates how document work such as reading activities are value-laden, and tied into ideologies and political projects. In this specific case, reading is in dialogue with the political project of realising the democratic and egalitarian “People’s home” which, somewhat paradoxically, required the disciplining of its young citizens. It is concluded that a dialogical document theory, which focuses on document work as it unfolds in localised activities and at the same time on situation-transcending documentary practices, can be useful for studies within Library and Information Science on reading in both utilitarian and pleasure oriented empirical contexts.

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