N170 reflects visual familiarity and automatic sublexical phonological access in L2 written word processing

The literature has mixed reports on whether the N170, an early visual ERP response to words, signifies orthographic and/or phonological processing, and whether these effects are moderated by script and language expertise. In this study, native Chinese readers, Japanese–Chinese, and Korean–Chinese bilingual readers performed a one-back repetition detection task with single Chinese characters that differed in phonological regularity status. Results using linear mixed effects models showed that Korean–Chinese readers had bilateral N170 response, while native Chinese and Japanese–Chinese groups had left-lateralized N170, with stronger left lateralization in native Chinese than Japanese–Chinese readers. Additionally, across groups, irregular characters had bilateral increase in N170 amplitudes compared to regular characters. These results suggested that visual familiarity to a script rather than orthography-phonology mapping determined the left lateralization of the N170 response, while there was automatic access to sublexical phonology in the N170 time window in native and non-native readers alike.

Спроба паразумецца: перакладчыцкая канцэпцыя i чытацкая рэцэпцыя ў практычным узаемадзеяннi

The article reveals the actual problem of understanding and reception of the translation of a literary work in the context of Belarusian-Russian bilingualism with the dominant use of the Russian language. Although the translation in a bilingual context often helps readers to understand better, it can also hinder the reception when bilingual readers comparing both texts are not satisfied with translation. It is not possible to establish general limitations on account of the variability of both understanding and subsequent creation of the work which is by nature subjective and ambiguous. Not only should translators have a thorough knowledge of the language of the original work but they also are expected to know social-cultural conditions of the society for whom they translate.

Poems by V. Bryusov “Native Language” and G. Tukai “Tugan Tel”

In literary criticism, structural and semantic correspondences are established between the author and the reader as elements of aesthetic reality. As a result, another text appears before us, different from the original one. With each new reading, a new edition of the text will appear. In this regard, the question of determining the subjective and objective factors of the reception process becomes important. The tasks set determined the need to refer to a comparative analysis of the poems of Russian and Tatar poets, during which the regularities of the functioning of new meanings emerging in interliterary dialogues are considered. Comparative, hermeneutic and receptive methods of analysis were used in solving the set tasks. As a result of the study, the similarities and differences between the works of V. Bryusov and G. Tukai, dedicated to the topic of the native language, were established, and the peculiarities of perception of the additions of foreign literature by bilingual readers were also identified. The results obtained are significant in the study of the role of the reader as a subject of interliterary dialogues.

Poems by V. Bryusov “Native Language” and G. Tukai “Tugan Tel”

In literary criticism, structural and semantic correspondences are established between the author and the reader as elements of aesthetic reality. As a result, another text appears before us, different from the original one. With each new reading, a new edition of the text will appear. In this regard, the question of determining the subjective and objective factors of the reception process becomes important. The tasks set determined the need to refer to a comparative analysis of the poems of Russian and Tatar poets, during which the regularities of the functioning of new meanings emerging in interliterary dialogues are considered. Comparative, hermeneutic and receptive methods of analysis were used in solving the set tasks. As a result of the study, the similarities and differences between the works of V. Bryusov and G. Tukai, dedicated to the topic of the native language, were established, and the peculiarities of perception of the additions of foreign literature by bilingual readers were also identified. The results obtained are significant in the study of the role of the reader as a subject of interliterary dialogues.

Flexibility in the perceptual span during reading: Evidence from Mongolian

Readers can acquire useful information from only a narrow region of text around each fixation (the perceptual span), which extends asymmetrically in the direction of reading. Studies with bilingual readers have additionally shown that this asymmetry reverses with changes in horizontal reading direction. However, little is known about the perceptual span’s flexibility following orthogonal (vertical vs. horizontal) changes in reading direction, because of the scarcity of vertical writing systems and because changes in reading direction often are confounded with text orientation. Accordingly, we assessed effects in a language (Mongolian) that avoids this confound, in which text is conventionally read vertically but can also be read horizontally. Sentences were presented normally or in a gaze-contingent paradigm in which a restricted region of text was displayed normally around each fixation and other text was degraded. The perceptual span effects on reading rates were similar in both reading directions. These findings therefore provide a unique (nonconfounded) demonstration of perceptual span flexibility.

Exploring multicultural books through predictions and social interactions: A case study with kindergarteners in the United States

Although previous studies have underlined the importance of social interactions, multicultural education, prediction/imagination, and bilingual/bi-literacy learning, the intersection of all these four areas is yet to be explored. This qualitative case study explored how young bilingual readers create meanings and develop literary responses through prediction, imagination, and social interaction while reading multicultural literature. As part of a larger longitudinal study, this study focused on kindergarten-age Korean-English bilingual children at a Korean Language School in a Midwestern city in the United States. The data were collected over five months using audio/video recordings, open-ended interviews, and children’s artifacts. The findings suggest that creative participation and social interactions using two languages help young bilingual readers to engage deeply with the reading and encourage multiple perspectives.