scholarly journals The effects of text type on language acquisition: Comparing narrative text with expository text.

2013 ◽  
Vol 25 (3) ◽  
pp. 193-212
Author(s):  
Kyong Hahn Kim ◽  
최영은 ◽  
이정인
Keyword(s):  
Language Acquisition ◽  
Expository Text ◽  
Narrative Text ◽  
Text Type

scholarly journals How does gender impact the relationship between reading fluency and reading comprehension?Akıcı okuma ve okuduğunu anlama arasındaki ilişkilerde cinsiyet nasıl bir rol oynamaktadır?

2018 ◽  
Vol 15 (2) ◽  
pp. 931
Author(s):  
Dudu Kaya ◽  
Kasım Yıldırım
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Full Text ◽  
Expository Text ◽  
English Summary ◽  
Narrative Text ◽  
Research Findings ◽  
Gender Impacts ◽  
The Relationship ◽  
Comprehension Tests

This research aimed to explore how gender impacts the relationship between reading fluency and reading comprehension. The research sample conssits of a tatol of 100 seventh gaders. In order to assess the students’ reading comprehension and reading fluency levels, an expository and a narrative text were used. For the implemetantons, each student was asked to read orally the expository text and anwered the comprehension questions related to texts. The same procedure was used for the narrative teaxt reading. The comprehension tests were the researcher-develped. The recorded oral readings were scored according to reading fluency components including word recognition automaticity and prosody by the researchers.  In the comprehension tests were focues on deep and literal comprehension levels of the students. The research findings indicated that there were statistically significant relations between reading comprehension and reading fluency. However, the gender of the students did not affect the significant differences between reading fleuncy and reading comprehension. Extended English summary is in the end of Full Text PDF (TURKISH) file.  ÖzetBu araştırmada öğrencilerin akıcı okuma ve okuduğunu anlama düzeyleri arasındaki ilişkilerin cinsiyete göre değişip değişmediği incelenmiştir. Araştırmanın çalışma grubunu Denizli il merkezindeki farklı okullarda öğrenim göre 7. sınıflardaki 100 öğrenci oluşturmaktadır. Öğrencilerin akıcı okuma ve okuduğunu anlamalarının belirlenmesinde sınıf seviyelerine uygun hikâye edici ve bilgi verici metinler kullanılmıştır. Uygulamalarda her öğrenciye önce hikâye edici metin sesli olarak okutulmuş ve kaydedilmiş sonra metinle ilgili sorular verilerek cevaplaması istenmiştir. Aynı işlemler aynı öğrenciler ile bilgi verici metin üzerinde de gerçekleştirilmiştir. Okuduğunu anlamayı basit ve derinlemesine anlama boyutlarında ölçen sorulardan oluşan test araştırmacılar tarafından geliştirilmiştir. Kaydedilen sesli okumalar akıcı okuma bileşenlerine göre analiz edilerek puanlama yapılmıştır. Puanlamada okuma hızı ve prozodik okuma olmak üzere üç farklı bileşen değerlendirilmiştir. Okuduğunu anlama testi basit anlama ve derinlemesine anlama puanı olarak puanlanmıştır. Yapılan analizlerden elde edilen bulgulara göre hem kız hem erkek öğrencilerde akıcı okuma ile okuduğunu anlama arasında anlamlı ve olumlu ilişkiler bulunmaktadır. Ancak bu ilişki cinsiyet bağlamında farklılık göstermemektedir. Elde edilen bu sonuçlar ilgili bilimsel literatür bağlamında tartışılmış ve gerekli önerilerde bulunulmuştur.

„Im Deutschen kan das nicht“ – Text type didactics for the teaching of German modal verb constructions

2016 ◽  
Vol 4 (1) ◽  
pp. 31-46
Author(s):  
Sabine Jentges
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Construction Grammar ◽  
Target Language ◽  
Scientific Debate ◽  
Text Type ◽  
Verb Constructions ◽  
Modal Verb ◽  
Approach To Teaching

Abstract In the Netherlands, the similar origin Dutch shares with German lends itself to a contrastive approach to teaching and learning German and, for this reason, is promoted on all levels. This leads to Dutch textbooks and grammars being almost exclusively contrastive in nature, irrespective of the targeted language level, which is also reflected in the unanimous scientific debate. This paper discusses to which degree construction grammar approaches and/or contrastive approaches can assist the Dutch learner of German in their language acquisition. Advanced Dutch learners of German’s use - or lack thereof - of sollen ‘are supposed to’ vs. sollten ‘should’ in written texts is analyzed and compared to the presentation of this topic in Dutch teaching materials for German as a foreign language. Furthermore, the questions are raised whether a contrastive approach mainly promotes the strategy of avoiding errors stemming from L1 inferences as well as whether a construction grammar approach leads to a more adequate acquisition of the target language. Based on these discussions, possible implementations for teaching soll(t)en to Dutch learners of German are proposed.

scholarly journals Authenticity and Imitation in Translating Exposition: A Corpus-Based Study

2015 ◽  
Vol 1 (1) ◽  
pp. 191
Author(s):  
Ramadan Ahmed Elmgrab
Keyword(s):  
Expository Text ◽  
Linguistic Competence ◽  
Degree Of Freedom ◽  
Source Text ◽  
Translation Process ◽  
Linguistic Structure ◽  
Arabic Translation ◽  
Text Type ◽  
Error Distributions ◽  
Translation Errors

<p>Many Western scholars such as Dryden show little interest in imitations, and express their preference for translations, i.e. paraphrases that are faithful to the sense of the source text. However, they consider imitations as a viable category of translation. It is the degree of freedom, or departure from the original, that differentiates a translation from an imitation. This paper is concerned with issues that are central to the understanding of English-Arabic translation errors when rendering expository text. Not surprisingly, when translating exposition, errors recur especially those relating to the linguistic competence of the students. But not all errors were the same neither was their distribution. Each text-type shows different idiosyncrasies and error distributions which indicate that performance in translation depends largely on the type of text and the rhetorical purposes as well as patterns which follow from the source text. To this end, an error corpus of linguistic structure was collected from the translation project of students majoring in translation. Syntactic, semantic, pragmatic and discoursal criteria were used to judge imitation and authenticity strategies adopted by the students during the translation process. Implications for increasing students’ awareness of the pragmatic and syntactic constraints in translating structures will also be provided.<strong> </strong></p>

Frames for clause combining

2015 ◽  
Vol 7 (2) ◽  
pp. 348-379 ◽  
Author(s):  
Bracha Nir
Keyword(s):  
Personal Experience ◽  
Expository Text ◽  
Construction Grammar ◽  
Text Type ◽  
Personal Opinion ◽  
Discourse Patterns ◽  
The One ◽  
And Function ◽  
Clause Combining ◽  
Qualitative Analyses

The present study joins recent endeavors within Construction Grammar to recognize constructions that are beyond clauses and sentences and function as schematic frames for the organization of discourse. Specifically, it deals with two particular instances of what is termed a discourse pattern, the conventionalized combination of genre and text-type: a personal experience narrative and an expository discussion of a personal opinion on an abstract topic. The paper discusses findings from various studies that characterize usage of lexical and clause-level constructions in the course of producing texts based on the two discourse patterns, and contrasts these findings with quantitative and qualitative analyses of clause combining in the same texts. The study relies on a corpus of 40 texts collected from Hebrew speaker-writers, who each produced a narrative and an expository text following a semi-structured elicitation controlling for the components of field, tenor, and mode. The distributional and functional findings of the study suggest that discourse patterns, like other constructions, occupy a cline of idiomacity/schematicity. In its conclusion, the study considers the tangential and intersecting points between Construction Grammar, on the one hand, and discourse analysis, on the other.

scholarly journals Η σχέση ακουστικής και αναγνωστικής κατανόησης σε διάφορα κειμενικά είδη σε μαθητές δημοτικού σχολείου

2016 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Athanasios Aidinis ◽  
Evaggelia Daoula
Keyword(s):  
Reading Comprehension ◽  
Expository Text ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Third Graders ◽  
Question Type ◽  
Expository Texts ◽  
Authentic Texts ◽  
Text Type ◽  
Comprehension Skills

The relationship between oral and reading comprehension has been studied by a number of studies and it has been found, especially in adult research, that there are significant and high correlations between the two types of comprehension. The aim of the present study was to examine oral and reading comprehension skills in relation to text type, either narrative or not. 136 children participated in the study from third and sixth grade of primary school. For different authentic texts were used to measure comprehension, three narrative and three non narrative. On of the narrative and on of the expository texts was given to both third and sixth grade children whereas on narrative and on expository text was given only to third graders and one narrative and one expository text was given only to sixth graders. All the children were examined in two narrative and two expository texts either in oral or reading comprehension. Children had to answer into 8 questions, 2 of them required information that could be found in a part of the text, three of them required bridging inferences and three of them required elaboration inferences. Results showed that differences between oral and reading comprehension are not constant and they depend on text type and question type. Keywords: reading comprehension, oral comprehension, narrative, expository text, inferences.

scholarly journals Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi)

2018 ◽  
Vol 39 (5) ◽  
pp. 274-288 ◽  
Author(s):  
David J. Francis ◽  
Paulina A. Kulesz ◽  
Julia S. Benoit
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Expository Text ◽  
Longitudinal Design ◽  
Phenotypic Characterization ◽  
Reading Research ◽  
Text Type ◽  
Simple View Of Reading ◽  
Simple View

This study leverages advances in multivariate cross-classified random effects models to extend the Simple View of Reading to account for variation within readers and across texts, allowing for both the personalization of the reading function and the integration of the component skills and text and discourse frameworks for reading research. We illustrate the Complete View of Reading (CVR i) using data from an intensive longitudinal design study with a large sample of typical ( N = 648) and struggling readers ( N = 865) in middle school and using oral reading fluency as a proxy for comprehension. To illustrate the utility of the CVR i, we present a model with cross-classified random intercepts for students and passages and random slopes for growth, Lexile difficulty, and expository text type at the student level. We highlight differences between typical and struggling readers and differences across students in different grades. The model illustrates that readers develop differently and approach the reading task differently, showing differential impact of text features on their fluency. To be complete, a model of reading must be able to reflect this heterogeneity at the person and passage level, and the CVR i is a step in that direction. Implications for reading interventions and 21st century reading research in the era of “Big Data” and interest in phenotypic characterization are discussed.

Examining EFL learners’ source text use in summary writing

2021 ◽  
pp. 136216882110558
Author(s):  
Jiuliang Li
Keyword(s):  
Language Proficiency ◽  
Expository Text ◽  
Narrative Text ◽  
Source Text ◽  
Efl Learners ◽  
Summary Writing ◽  
Reading Material ◽  
Chinese University ◽  
Teaching Learning ◽  
Source Use

To avoid plagiarism, students have to learn the appropriate and effective ways of source text use, such as paraphrasing, summarizing, and citation. However, few studies have investigated how learners of English as a foreign language (EFL) employ copy and paraphrase as source text use strategies in completing writing tasks involving reading material, and how characteristics of the reading material, such as genre, affect such use. This article reports an empirical study that attempted to address the issue. Eighty students from an undergraduate program of a Chinese university wrote summaries for a narrative text and an expository text. Their drafts and the source texts are compared to identify instances of retention of strings of words from sources. Analysis of the summary scripts showed that participants heavily relied on the source texts when writing summaries. The expository text elicited a larger proportion of words than the narrative text in total text borrowed, and the former also led the participants to stronger reliance on its surface structure than the latter. The less proficient group used Exact Copy more but Paraphrase less than the more proficient group. Higher level of source use – Major Paraphrase and Maximal Paraphrase – seems to be immune to changes in terms of genre of source text and language proficiency. Implications of these findings are discussed with reference to the teaching, learning, and assessing appropriate source text use of university level EFL learners.

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