READING LITERACY IN THE FOREIGN LANGUAGE. THE KEY POSITION OF THE INPUT TEXT AND ITS SELECTION

2021 ◽  
Author(s):  
Natália Rusnáková ◽  
Magda Kučerková
Keyword(s):  
Foreign Language ◽  
Reading Literacy ◽  
Input Text

scholarly journals Effect of the Comparative Continuation on L2 Writing Performance

2020 ◽  
Vol 13 (8) ◽  
pp. 27
Author(s):  
Jia-ling Han
Keyword(s):  
Foreign Language ◽  
L2 Writing ◽  
Writing Performance ◽  
Efl Learners ◽  
Input Text ◽  
Reading Materials ◽  
Language Writing ◽  
Writing Task

This study is a follow-up study of the continuation task, aiming to investigate the long-term alignment effects of the comparative continuation on L2 writing performance. The research lasted for a period of 16 weeks and employed a pretest-treatment-posttest research design. Two comparable groups of fifty-five Chinese undergraduate EFL learners participated. Both groups were assigned the same writing tasks i.e. writing an argument essay of the same topic within 30 minutes. One group was given an input text with comparative ideas before writing, while another group did not have any reading materials. After 8-week treatment, both groups received a posttest, in which the data were compared and analyzed with those of pretest. Results showed that (i) the comparative continuation task resulted in greater improvement in EFL learners’ writing performance than topic-writing task. (ii) the comparative continuation task was superior to the topic-writing task in incurring less meaning-based errors, but there was no difference in form-based errors between the two groups. The results can provide some enlightenment for teaching and research of foreign language writing.

scholarly journals Translator Trainees’ Reading Literacy, Problem Solving, and Translation Skills A Comparative Study

2019 ◽  
Vol 11 (3) ◽  
pp. 141-157
Author(s):  
Gabriella Kovács ◽  
Katalin Harangus
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
International Student ◽  
Native Language ◽  
Student Assessment ◽  
Interdisciplinary Approach ◽  
Reading Literacy ◽  
Problem Solving Skills ◽  
International Student Assessment ◽  
Level Scale

AbstractLinguistic and cultural mediators, such as translators, interpreters, and language teachers, need complex and well-developed language skills in all the languages they work with. In this study, we examine the connections and correlations among the following skills: reading literacy in native language, reading literacy in foreign language, problem solving and translation. Three of these skills (reading in native and foreign language and problem solving) are evaluated on a three-level scale based on the three cognitive processes used in Programme for International Student Assessment (PISA) assessments (location of information, understanding, evaluation and reflection) (Organisation for Economic Co-operation and Development – OECD 2018). The methodology of measuring reading comprehension in native language and problem-solving skills has already been developed and applied by our research group (Pletl 2019, Harangus 2018); therefore, after assessing the foreign language reading literacy and translation skills, we will be able to analyse the translator trainees’ results based on the aforementioned three-level scale and examine possible connections and correlations between the different but interrelated skills. With an interdisciplinary approach, this study concentrates on revealing the overlaps and meeting points, the spaces in between the use of these skills.

scholarly journals Lettura e percorsi di semplificazione del testo

2018 ◽  
Author(s):  
Rossella Abbaticchio
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Foreign Students ◽  
Language Teaching ◽  
Reading Literacy ◽  
Specific Reference ◽  
Specific Topic ◽  
Teaching Process ◽  
Literary Context ◽  
Linguistic Ability

Reading literacy is no longer seen as a mere passive linguistic ability. Particularly throughout the last years, it has been re-qualified as a meaningful component of the language teaching process, when referring to a mother, a second or a foreign language. While speaking or writing allow the learner to make some choices about what linguistic content seems relevant, reading implies the full acceptance of the linguistic choices of the authors, and has to start exactly from their analysis and comprehension. Thus, textual choices become very relevant in the teaching process, and this remains true particularly for Italian, since its fame originates mainly from the literary context which it expresses. Recently, a great importance has indeed been given to textual simplification processes that very often help teachers in presenting texts to foreign as well as native students of Italian. By these premises, this paper aims to give a schematic overview of the most frequent criteria of choice and simplification of texts with a specific reference to Italian as a second language for foreign students who attend regularly Italian universities as well as for Erasmus students. The illustration of some practical ‘experiments’ is preceded and supported by a brief memorandum of some meaningful studies and researches about this specific topic.

scholarly journals Przyswajanie złożoności językowej przez uczniów z deficytami języka i mowy w nauczaniu włączającym

Neofilolog ◽  
2021 ◽  
pp. 259-281
Author(s):  
Katarzyna Karpińska-Szaj ◽  
Agata Lewandowska
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Narrative Structure ◽  
Individual Characteristics ◽  
Complex Structures ◽  
Speech And Language ◽  
Primary Level ◽  
Input Text ◽  
The Individual ◽  
Mainstream Students

The article reports on an action research study which uses reformulation as its key instrument. The aim of the study was to identify the individual characteristics of acquisition of complex structures in Polish (native language) and English (foreign language) by children with speech and language deficits, learning in an inclusive environment at the upper primary level. The analysis of the gathered data focuses on Polish and English structures used by special needs students and mainstream students in their inclusive educational environment, and on the students’ ability to build/reconstruct a narrative structure – according to the unique qualities of the input text. The observed trends help to plan and organise the teaching process, which also includes the rehabilitation of speech and language in a foreign language lesson.

scholarly journals Outsiders in current Slovak literature for children and youth

Ars Aeterna ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 1-19
Author(s):  
Ján Gallik ◽  
Renáta Hlavatá ◽  
Mariana Hrašková
Keyword(s):  
Foreign Language ◽  
Social Status ◽  
Mother Tongue ◽  
Children And Youth ◽  
Reading Literacy ◽  
Methodological Basis ◽  
Language Style ◽  
Professional Perspectives ◽  
Learning Language ◽  
Initial Concept

Abstract Within the solution of the project APVV-17-0071 Support of Reading Literacy in the Mother Tongue and Foreign Language, it is also important to reflect on outsidership as a certain ambivalent phenomenon, which appears after 1989 in contemporary Slovak literature for children and youth in various analogies. One of the aims of the study is to define the initial concept of outsider from various professional perspectives. We will also focus on the methodological basis of research of outsiders (social status, otherness, disadvantage, bullying, rebellion), not only in contemporary artistic texts but also in working exercises with regard to the learning language style.

scholarly journals PARADIGM OF READING AND FUNCTIONAL LITERACY IN PRIMARY SCHOOL BY MEANS OF A FOREIGN LANGUAGE

2021 ◽  
Vol 3 (47) ◽  
Author(s):  
Y. Pyvovar
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Personal Development ◽  
Reading Literacy ◽  
School Students ◽  
Functional Literacy ◽  
Reading Competence ◽  
Educational Concept ◽  
Primary School Age ◽  
Reading Activity

The article considers the problem of literacy formation in primary school age. The categorical paradigm to understand "Reading literacy", "Functional literacy", "Reading competence" and "Reading activity" through the prism of domestic and European scientific views was defined and a close connection was established between them. The article focuses Ramus on the reading activity of primary school students in a foreign language, analyzes the achievements of the national educational concept "New Ukrainian School" and the conclusions drawn from the PISA study. Key words: functional literacy, reading literacy, reading competence, reading activity, anthropocentric aspect, primary school, personal development.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

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