An Evolutionary Textual Environment

This article introduces the notion of evolutionary textual environment as the outcome of a digital experiment. The experiment consisted of transforming a digital archive of Fernando Pessoa’s Book of Disquiet into a changing textual space sustained by role-playing interactions. As conceptual and technical artifact, this living archive expresses an innovative model not only for the literary acts of reading, editing and writing, but also for reimagining the book as a network of reconfigurable and dynamic texts, structures, and actions. The programmed features of the LdoD Archive can be used in multiple activities, including leisure reading, study, analysis, advanced research, and creative writing. Through the integration of computational tools in a simulation space, this collaborative archive provides an open exploration of the procedurality of the digital medium itself. The “unfinished machine” metaphor suggests the open-endedness both of the evolving textual environment and of the computational modeling of literary performativity that sustains the whole experiment.

Exploring EFL Students’ Preferences in Extensive Reading

In the context of teaching language, a suitable teaching approach in the classroom affects teaching reading to language learners to be successful. The extensive reading can be used as an alternative approach to teach reading which provides many advantages for language learners specially to foster their reading skills. Many researchers have been conducted the extensive reading study, however, the majority of existing studies about the solution to teach language using extensive reading does not appear to be helpful to find students’ preference from the component of extensive reading. Therefore, this present qualitative study attempts to explore students’ preferences in the component of extensive reading. The findings present that the highest students' preference from the component of extensive reading is easy reading. Meanwhile, the smallest students’ preference from the component of extensive reading is about teacher orientation & guide. A future researcher is suggested to study extensive reading in other aspects besides exploring students' preference to increase the quality of next extensive reading implication to be better.

No evidence of word-level uncertainty in younger and older adults in self-paced reading

In a self-paced reading study, we investigated whether older adults maintain a greater level of uncertainty about the identity of words in a sentence than younger adults, potentially due to deficits in visuo-perceptual processing of high-spatial frequencies associated with normal aging. In the experiment, 60 older adults and 60 younger adults read sentences in which an early preposition was either perceptually confusable with another word ( at; confusable with as) or not ( toward), and in which the reading of a subsequent ambiguous verb (e.g., tossed) should be affected by the confusability of the preposition, while the reading of an unambiguous verb (e.g., thrown) should not be. This design replicated that of an earlier study conducted by Levy et al. (2009) that found evidence in favour of participants maintaining uncertainty about the confusable preposition in go-past times during natural reading. However, in our study, there was no evidence that either younger or older adults maintained uncertainty about the identity of the perceptually confusable preposition, such that there was no interaction between the preposition’s form and subsequent verb ambiguity in self-paced reading times, although we did observe a main effect of verb ambiguity. This represents a failure to replicate the effect observed by Levy et al. when using a different experimental paradigm, and we consider potential causes of our findings at both a methodological and theoretical level.

No Evidence of Word-Level Uncertainty in Younger and Older Adults in Self-Paced Reading

In a self-paced reading study, we investigated whether older adults maintain a greater level of uncertainty about the identity of words in a sentence than younger adults, potentially due to deficits in visuo-perceptual processing of high-spatial frequencies associated with normal aging. In the experiment, 60 older adults and 60 younger adults read sentences in which an early preposition was either perceptually confusable with another word (at; confusable with as) or not (toward), and in which the reading of a subsequent ambiguous verb (e.g. tossed) should be affected by the confusability of the preposition, while the reading of an unambiguous verb (e.g. thrown) should not be. This design replicated that of an earlier study which found evidence in favour of participants maintaining uncertainty about the confusable preposition (Levy et al., 2009). However, in our study there was no evidence that either younger or older adults maintained uncertainty about the identity of the perceptually confusable preposition, such that there was no interaction between the preposition’s form and subsequent verb ambiguity, although we did observe a main effect of verb ambiguity. This represents a failure to replicate this prior work by Levy et al., and we consider potential causes of our findings at both a methodological and theoretical level.

A Contrapuntal Reading of Joseph Conrad’s Lord Jim in the Light of Edward Said’s Culture and Imperialism

This article targets to converge in analyzing the novel Lord Jim and Said’s Culture and Imperialism to illustrate the critical development of the term ‘contrapuntal reading’ that demonstrates spatial rather than temporal relationship between them. This study deeply endeavors to present the relation between the colonized and colonizer as it is marked in Said’s Culture and Imperialism that demonstrates Conrad’s Lord Jim while it exposes the relationship of Jim and all other characters and the experiences of Jim that he gathers in his journey in the novel. In addition, this study scrutinizes the different aspects related with the term ‘contrapuntal reading’-colonialism, modernism and imperialism. However, qualitative approach has been applied to analyze the novel Lord Jim. As a consequence, this effort will pave the way to interpret the novel Lord Jim with an in-depth analysis that will lead the researchers to investigate other texts under the light of the term ‘contrapuntal reading’. More specifically this research paper investigates the inner incidents that took place in the novel Lord Jim in the light of Said’s Culture and Imperialism to establish various relationships as a contrapuntal reading study.

EXPRESS: Online representations of non-canonical sentences are more than good-enough

Proponents of good-enough processing suggest that readers often (mis)interpret certain sentences using fast-and-frugal heuristics, such that for non-canonical sentences (e.g. The dog was bitten by the man) people confuse the thematic roles of the nouns. We tested this theory by examining the effect of sentence canonicality on the reading of a follow-up sentence. In a self-paced reading study 60 young and 60 older adults read an implausible sentence in either canonical (e.g. It was the peasant that executed the king) or non-canonical form (e.g. It was the king that was executed by the peasant), followed by a sentence that was implausible given a good-enough misinterpretation of the first sentence (e.g. Afterwards, the peasant rode back to the countryside), or a sentence that was implausible given a correct interpretation of the first sentence (e.g. Afterwards, the king rode back to his castle). We hypothesised that if non-canonical sentences are systematically misinterpreted then sentence canonicality would differentially affect the reading of the two different follow-up types. Our data suggested that participants derived the same interpretations for canonical and non-canonical sentences, with no modulating effect of age group. Our findings suggest that readers do not derive an incorrect interpretation of non-canonical sentences during initial parsing, consistent with theories of misinterpretation effects that instead attribute these effects to post-interpretative processes.

The duration of word-final s in English: A comparison of regular-plural and pluralia-tantum nouns

The alveolar fricative occurs in word-final position in English in different grammatical functions. Nominal suffixes may indicate plurality (e.g. cars), genitive case (e.g. car’s) or plurality and genitive case in cumulation (e.g. cars’). Further, there are the third person singular verbal suffix (e.g. she fears) and the cliticized forms of the third person singular forms of have and be (e.g. she’s been lucky; she’s friendly). There is also non-affixal s (e.g. freeze (noun)). Against the standard view that all these types are homophonous, several empirical studies have shown that at least some of the fricatives listed can actually be differentiated in their duration. The present article expands this line of research and considers a further case, which has not been included in previous analyses: pluralia-tantum nouns (e.g. goggles). We report on a carefully controlled reading study in which native speakers of British English produced pluralia-tantum and comparable regular-plural nouns (e.g. toggles). The duration of the word-final fricative was measured, and it was found that the two do not systematically differ in this acoustic parameter. The new data are interpreted in comparison to relevant previous studies, and against the background of the similarities of pluralia-tantum and regular-plural nouns.