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1
McDougall, Jill. "Basal Readers In The Language Program." Aboriginal Child at School 22, no. 3 (October 1994): 24–27. http://dx.doi.org/10.1017/s0310582200005290.
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Most educationalists now acknowledge the pedagogical power of the Whole Language or Language Experience approach to the teaching of reading and other language skills. This approach is particularly valuable in remote Aboriginal schools where teaching resources can be made culturally relevant by centering learning around local and community driven experiences. Once a theme has been selected (usually around a personal or mediated experience such an excursion or other activity or a Big Book), the children are immersed in the oral and written language that arises from this experience. Activities may include creating a negotiated text, modelled writing, co-operative cloze and formulating a personal response to the experience. A thematic approach seeks to provide sufficient repetition of language structures and vocabulary for children to increase their fluency as readers and to generally expand their skills as language users.
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Fraser, Carol A. "Reading for Independence." TESL Canada Journal 6, no. 2 (June 26, 1989): 74. http://dx.doi.org/10.18806/tesl.v6i2.553.
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Reading authentic texts, especially those associated with their subject-matter courses, poses continuing difficulty for ESL university students. One way to help these students develop efficient, independent reading skills is to develop their strategic competence. This article outlines a direct teaching approach which aims to teach students to efficiently and effectively apply their knowledge of the English language and of good reading behaviour to the second language reading task. In this approach, students are introduced to procedures that require them to apply language and skill knowledge to solve such second language reading problems as unfamiliar words or an inflexible reading style. Through the experience of using these procedures, it is hypothesized that students will develop their own routines for making effective use of the knowledge sources available.
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Shirin, Pratiti. "How Communicative is the Communicative Approach? – The German Teacher’s Experience." Journal of NELTA 17, no. 1-2 (May 20, 2013): 83–92. http://dx.doi.org/10.3126/nelta.v17i1-2.8095.
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This study mainly focused on exploring the efficacy of applying the communicative approach to teaching German at the Goethe Institute in Bangladesh. A qualitative approach was used to collect data by using journal writing by the teacher as well as informal feedback from students. The students comprised 11 schoolteachers from a number of Bangladeshi English-medium schools. Since emphasis was given on testing reading and writing rather than on evaluation of all four skills, applying CLT was tailored to teaching reading and writing rather than speaking and listening with the effect that students at the end of the course had elementary knowledge of reading and writing but poor knowledge of speaking and listening. The question that follows is how communicative is the communicative approach if testing clashes with pedagogy? This article explores the limitations of applying CLT to the German language class and the dilemma that comes with it as to which approach is the best approach to teach a foreign language. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 83-92 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8095
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Ewoldt, Carolyn, and Frieda Hammermeister. "The Language-Experience Approach to Facilitating Reading and Writing for Hearing-Impaired Students." American Annals of the Deaf 131, no. 4 (1986): 271–74. http://dx.doi.org/10.1353/aad.2012.0764.
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Chaves Barrera, Camila, and Claudia Marcela Chapetón. "Creating a Book Club with a Critical Approach to Foster Literacy Practices." Folios, no. 50 (July 1, 2019): 111–25. http://dx.doi.org/10.17227/folios.50-10224.
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This paper reports the pedagogical experience of creating a book club to foster the reading of short stories from a critical literacy perspective at a high school in Bogotá, Colombia. The Book Club arose as an after-school program where students, who were interested in the proposal, were free to join. First, the paper presents the fundamental concepts that guided the implementation. Then, it describes the central elements of the pedagogical experience: context, curricular platform, procedures, and activities. The final discussion centers on the role of a critical literacy approach that encouraged participants to go beyond concerns about the grammatical and linguistic aspects of the foreign language to focus on meaning-making. Also, to concentrate on responding and transacting with the texts while engaging in dialogic interactions that allowed them to share background knowledge, life experiences, social and individual issues of their realities and interests, and most importantly, enjoy the act of reading in a foreign language as it was seen as a social-situated practice.
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Chaney, Carolyn. "Evaluating the Whole Language Approach to Language Arts." Language, Speech, and Hearing Services in Schools 21, no. 4 (October 1990): 244–49. http://dx.doi.org/10.1044/0161-1461.2104.244.
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Whole language is an approach to teaching written language that focuses on the oral language experiences of the child, and the communication of meaning through print, rather than emphasizing the teaching of reading skills such as word recognition, sound symbol associations, or sound blending. This paper provides a critical analysis of the whole language approach, describing both its strengths and weaknesses. An integrated instructional approach which balances meaning and exposure to literature with skills instruction and practice is recommended.
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Christianti, Martha, Nur Hayati, and Arumi Savitri Fatimaningrum. "Penerapan language experience approach melalui cerita budaya lokal untuk mendukung membaca awal pada anak." Jurnal Pendidikan Anak 8, no. 1 (August 21, 2019): 54–68. http://dx.doi.org/10.21831/jpa.v8i1.26681.
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Penelitian ini bertujuan untuk menerapkan Language Experience Approach (LEA) melalui cerita rakyat budaya lokal untuk mendukung membaca awal pada anak usia dini. Metode penelitian yang digunakan adalah eksperimen dengan desain ekperimen quasi eksperimen. Teknik pengumpulan data dengan observasi dalam bentuk ceklist dan catatan lapangan. Hasil penelitian dianalisis dengan pendekatan deskriptif kuantitatif dan kualitatif. Hasil penelitian ini menerapkan pendekatan LEA dengan beberapa tahap yaitu (1) tahap bercerita; (2) tahap anak menyampaikan pengetahuan melalui pertanyaan; (3) nak menuangka pengalaman melalui gambar, huruf atau bentuk; (4) guru meminta anak untuk menceritakan hasil tulisannya secara lisan. Penelitian ini menunjukkan bahwa 80 persen anak di TPA Dharma Yoga Santi mengalami kemajuan dalam membaca awal yang ditunjukkan dalam kemampuan anak untuk menciptakan cerita dari pengalamannya mendengarkan cerita dalam bentuk tulisan dan kemampuan anak untuk menceritakan kembali cerita melalui hasil tulisannya dalam bentuk lisan atau tulisan. Anak anak mulai tumbuh rasa percaya diri untuk mengungkapkan ide melalui tulisan karena sering mendapatkan kesempatan dari guru untuk menuangkan idenya baik berupa gambar maupun tulisan. AbstractThis study aims to apply the Language Experience Approach (LEA) through local folklore to enhance early reading in early childhood. The research employed the quasi experimental design. Data were collected by means of observation in the form of a checklist and field notes. The data were then analyzed by using the quantitative and qualitative descriptive approaches. The results show that this study apply the LEA approach with several stages, namely (1) the storytelling stage; (2) the stage where children conveys knowledge through questions; (3) the stage where children want to imagine experiences through images, letters or shapes; and (4) the stage where teacher asks children to verbally convey their writing results. This study also reveals that 80 percent of children in TPA Dharma Yoga Santi experienced progress in early reading as indicated in the children’s ability to create stories in written from after they listen to certain stories and children’s ability to retell stories in written and oral forms. Children begin to grow the confidence to express ideas through writing because they often get the opportunity from the teacher to express their ideas in the form of pictures and writing.
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Assidqi, MA Hakim. "CONTEXTUAL CLASSROOM EXPERIENCE THROUGH GENRE BASED APPROACH." Vision: Journal for Language and Foreign Language Learning 4, no. 2 (October 1, 2015): 227. http://dx.doi.org/10.21580/vjv4i21577.
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This paper is formulated to elaborate the understanding of<br />Genre Based Approach as the part of Systemic Functional Lin-<br />guistic infl uence. SFL has been developed by Halliday that focus<br />on function and meaning as the core aspects. Because of its infl u-<br />ence in linguistic, SFL gives inspiration for inventing GBA, as the<br />kind of approach in language learning. The aims of the study are<br />to explore the base understanding of GBA from its historical and<br />development perspective. In addition, the paper is trying to analyze<br />the main points of GBA and its impact to improve learner skills in<br />classroom activity for some skills, they are writing, reading, speaking<br />and listening.
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Hayles, N. Katherine. "Human and Machine Cultures of Reading: A Cognitive-Assemblage Approach." Publications of the Modern Language Association of America 133, no. 5 (October 2018): 1225–42. http://dx.doi.org/10.1632/pmla.2018.133.5.1225.
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The concept “cultures of reading” should be expanded to include machines that read. Machine reading is exemplified by the computer system called Never-Ending Language Learning (NELL). Because NELL lacks real-world experience, its semantic comprehension is limited to forming categories of words. This process illustrates a major difference between human and machine reading: whereas human reading involves causal reasoning, machine reading relies more on correlations. Human-machine hybrid reading, for example the kind done with an e-book, can be understood as a cognitive assemblage through which information, interpretations, and meanings circulate. The introduction of mechanical cognition into printing can be seen in the Paige Compositor, from 1878. The transition from electromechanical cognition to more flexible digital and electronic computational media marks the movement from print, understood as a technology involving the arrangement of type pieces to impress ink on paper, to postprint, in which inked products originate as computer files. This change, which signals an ontological rupture in writing and reading practices, is addressed through a cognitive-assemblage approach emphasizing the distribution of cognition among technical and human actors.
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Fedyanina, Lyubov, Sergey Lebedintsev, and Vyacheslav Gustov. "Communicative Approach in Teaching Students of Mining Specialties to Foreign Language Reading." E3S Web of Conferences 41 (2018): 04042. http://dx.doi.org/10.1051/e3sconf/20184104042.
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This article is devoted to teaching foreign-language reading intended for students studying at the mining specialties of the higher mining school. The authors share with their practical and theoretical experience as well as innovative ideas for the development and construction of a level classification of testing task forms, in order to use them effectively in mining. It is well known that the achievement of the goals and objectives of the curriculum as well as rational learning by mining students and their interest in acquiring and using mining knowledge depend on properly selected test tasks. The main component of communicative competence is considered to be a textual competence, under which is understood as a set of mining knowledge and skills. The selection of testing tasks is based on the methodological principle from simple to complex. Testing tasks at different text levels help to overcome the difficulties taking place in the course of decoding mining information.
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Masruddin, Masruddin. "The Efficacy of Using Language Experience Approach in Teaching Reading Fluency to Indonesian EFL Students." Arab World English Journal 7, no. 4 (December 15, 2016): 317–28. http://dx.doi.org/10.24093/awej/vol7no4.21.
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Gómez Rodríguez, Luis Fernando. "English learners’ voices on integrating poetry through a transactional approach in an EFL classroom." Literatura y Lingüística, no. 37 (August 8, 2018): 355. http://dx.doi.org/10.29344/0717621x.37.1387.
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This case study examined how a group of EFL learners at a University in Colombia were encouraged to read and discuss several American poems for the first time in their lives through the reading transactional approach. Participants’ reading experience and critical reactions to poetry constituted the core data that were collected through field notes, learners’ artifacts (written essays), and one questionnaire. Data were analyzed through grounded approach and content analysis. Findings revealed that learners first focused on vocabulary and language structures and then on meaning. This research concluded that the incorporation of poetry as content in EFL education can help learners improve their communicative competence and critical reading skills.
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Haiyan, Miao, and Liu Rilong. "Classroom EFL Writing: The Alignment-Oriented Approach." English Language Teaching 9, no. 4 (March 4, 2016): 76. http://dx.doi.org/10.5539/elt.v9n4p76.
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<p>This paper outlines the alignment-oriented approach in classroom EFL writing. Based on a review of the characteristics of the written language and comparison between the product-focused approach and the process-focused approach, the paper proposes a practical classroom procedure as to how to teach EFL writing. A follow-up empirical study is conducted in classroom writing assignment to illustrate the alignment-oriented approach. Results show that learners show great interest in their reading materials. Besides, learners report being greatly influenced by their reading experience in their writing process, for instance, their lexical choices, writing coherence and tense usage. In this alignment-oriented approach, several factors should be paid great attention to, such as appropriate selection of materials and relevant task perception. It is hoped that this proposed approach can provide insights and implications to other EFL teachers and promote more in-depth studies in EFL writing research.</p>
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Frida Philiyanti, Yumna Rasyid, and Emzir Emzir. "Reflection on Learning to Read Japanese Language Through Contextual Approach for Indonesian Students." AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (June 30, 2019): 45–52. http://dx.doi.org/10.21009/aksis.030105.
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In the term of language skills, reading skills are advanced skills after listening and speaking. For learners of foreign languages, in this case is Indonesian students, the urge in mastering this skill becomes a massive obstacle. Especially in learning Japanese, the most common problem encountered is the difference in writing characters, vocabulary, and grammar compared to Indonesian. As an effort to help students overcome these problems, reading learning through a contextual approach is carried out for first semester students in Japanese Language Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta. One component in the contextual approach to learning is reflection. Through this activity, students are expected to find a connection between information or knowledge they gained with their daily experiences. Thus, they will find the meaning of learning. This study aimed to determine the impact of self-reflection and its relation to the ability to read Japanese for beginner-level Indonesian students. This research method uses descriptive analysis method. From the reflections of 20 Indonesian students who were learning Japanese for the first time show that vocabulary skills were the most supportive factor in mastering reading skills compared to grammatical abilities.
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McDougall, JD, and Nancy Van Styvendale. "Reading Experience as Communitist Practice: Indigenous Literatures and Community Service-Learning." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 5, no. 2 (June 1, 2019): 213–32. http://dx.doi.org/10.15402/esj.v5i2.68346.
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Our paper analyzes a community service-learning class on Indigenous literatures from the perspectives of graduate student and instructor. Enacting Jace Weaver’s theory of communitism (a portmanteau of “community” and “activism”), the class asks students to read Indigenous texts through the lens of their experiences at communitybased organizations in Saskatoon, Saskatchewan, and to consider how these readings shape their interactions with and responsibilities to Indigenous communities. First, the instructor discusses the complexities of community service-learning as an engaged approach to literary study in a settler colonial context. Informed by Tomson Highway’s novel Kiss of the Fur Queen, the second author then analyzes their1 contributions to the social justice club at Oskāyak High School, highlighting Oskāyak’s unique academic culture, where music and Indigenous language learning are incorporated into the fabric of everyday life. Ultimately, we argue that a communitist approach to Indigenous literary scholarship creates or furthers relationships with/in and responsibility to Indigenous communities, while encouraging an integrative approach to literary study through critical embodiment.
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Holm, Anne. "On the “body’s absence”: The embodied experience of exile in Joseph Brodsky’s “To Urania”." Journal of Literary Semantics 48, no. 1 (April 26, 2019): 23–39. http://dx.doi.org/10.1515/jls-2019-2006.
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Abstract With Joseph Brodsky’s poem “To Urania” as a case study, this article argues that a cognitive stylistic approach offers a new way into exploring literary representations of the experience of displacement. Drawing on the notion of the embodied mind in Conceptual Metaphor Theory, it presents a close reading of the poem’s portrayal of exile as a “felt” absence. The tension between the immediacy of embodied experience and what lies beyond its grasp is investigated with a particular consideration of enactivism and the dynamics of reading. Metaphor is seen as a tool for enacting vicarious experiences, but also as a means of conveying the difficulty of representing an experience of displacement. The analysis thus focuses on the poem’s strategies for negotiating the discrepancy between the past and the present. These include expressions viewing memory as a space, the juxtaposition of the personal and the generic, and projected movement.
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Schmidt-Fajlik, Ronald. "Foreign Language Reading Anxiety and Mindfulness." Language Teacher 44, no. 4 (July 1, 2020): 3. http://dx.doi.org/10.37546/jalttlt44.4-1.
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Students might approach reading with a sense of anxiety if they are unable to completely comprehend the text that they are reading. The purpose of this article is to determine whether the introduction of a mindful reading technique decreases anxiety about unfamiliar vocabulary and grammatical structures, increases focus, and builds confidence, thereby contributing to a more positive reading experience. Forty-one Japanese university students took part in the study. After the introduction of a mindfulness technique and putting it into practice, a questionnaire was administered to all 41 students taking part in the study three weeks after the introduction of the technique to determine its effectiveness. Results indicate that many students found mindfulness helpful when reading. 学生達は自分が読んでいる外国語の文章を完全に理解することができていないため、読むことについて不安を抱いている可能性がある。本論は、（自分の呼吸に注意を向けながら読書する）マインドフルリーディングのテクニックの導入が、親しみのない単語や文法構造についての不安を減らし、集中力と自信を高め、その結果より積極的なリーディング体験に寄与する手助けとなるかどうか判断することを目的としている。41人の日本の大学生が本研究に参加した。マインドフルリーディングのテクニックを導入した三週間後に、有用性を判断するアンケートを実施した。結果は、読むときにマインドフルネスが有用であると、多くの被験者が認識していることを示した。
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Ortlieb, Evan, and F. D. McDowell. "Looking closer at reading comprehension." English Teaching: Practice & Critique 15, no. 2 (September 5, 2016): 260–75. http://dx.doi.org/10.1108/etpc-08-2015-0069.
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Purpose Reading comprehension levels of elementary students have not significantly improved in the twenty-first century, and, as a result, the need for systematic and intensive reading interventions is as high as ever. Literacy clinics are an ideal setting for struggling readers to experience success through the implementation of a cyclical approach to individual assessment, planning, instruction and evaluation. Yet, additional research is needed to create current and relevant models of literacy clinics for today’s diverse learners. This paper aimed to measure the effects of an experimental approach to reading comprehension instruction for third graders within an off-campus literacy clinic; the intervention involved a scope and sequence of comprehension strategies in which students had to demonstrate skill mastery before progressing to the next skill. Design/methodology/approach This investigation used a classic controlled experiment design by randomly assigning half of the literacy clinic participants (30) to either a control or experimental group. The previous year-end’s Criterion-Referenced Competency Test (CRCT) scores of the participants were used as indicators (or base lines) of each participant’s preexisting level of reading achievement. Findings There was a statistically higher achievement rate in the experimental group as measured by the CRCT statewide assessment with a Cohen’s effect size value (d = 0.79) suggested a moderate to high practical significance. Practical implications This study’s findings are relevant to those involved in literacy remediation, including literacy clinic directors, preservice educators and curriculum directors. Originality/value This paper is one of a kind in that it is the first to trial a scope and sequence of evidence-based comprehension strategies for comprehension improvement in primary school students. The findings call for major changes to thinking about how we improve students’ reading skills by focusing on depth rather than breadth.
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Leonard, Christiana M. "Imaging Brain Structure in Children: Differentiating Language Disability and Reading Disability." Learning Disability Quarterly 24, no. 3 (August 2001): 158–76. http://dx.doi.org/10.2307/1511241.
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Children's approach to print differs. Some plunge in, others read slowly and without pleasure. After a century of study we still do not know why these differences occur. Is reading disability (RD) a neurological disorder? How do the brains of children with RD differ? How does early linguistic experience change the brain? Evidence is presented here showing that consistent threads are beginning to emerge from reading and imaging research that treats RD as a heterogeneous condition. When disabled readers with oral language deficits are separated from those with no oral language deficits, modern imaging studies reveal differences in brain structures that have implications for diagnosis and educational practice.
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O’Rourke, Jonathan. "Reading in Phenomenology: Heidegger’s Approach to Religious Experience in St. Paul and St. Augustine." Open Theology 6, no. 1 (March 17, 2020): 221–33. http://dx.doi.org/10.1515/opth-2020-0019.
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AbstractThe importance of religious figures in Heidegger’s early development has long been understood. Beginning especially in the WS-1920, with the Phenomenology of Religious Life lectures, figures such as Paul and Augustine played essential roles in his early attempt to move beyond the legacy of Cartesian thought. Despite appearing to secularize these accounts, Heidegger nonetheless implies that it is because of their religiosity, and not in spite of it, that they are of phenomenological interest. For this reason, the exact status of religious descriptions in his phenomenology has been a source of contention. My argument in this paper, is that this status is best understood by turning to Heidegger’s early approach to phenomenological reading. This approach, I argue, is grounded in a performative model of language, exemplified in Destruction [Destruktion], and defines the limits within which he can engage with the religious character of historical texts.
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Nichols, William D., Luana J. Zellner, Victor L. Willson, Sandra Mergen, and Carl A. Young. "What Affects Instructional Choice? Profiles of K-2 Teachers' Use of Reading Instructional Strategies and Methods." Journal of Literacy Research 37, no. 4 (December 2005): 437–58. http://dx.doi.org/10.1207/s15548430jlr3704_2.
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This study examined kindergarten, first-grade, and second-grade teachers' intended and reported classroom use, as well as perceptions and knowledge of reading strategies and methods, before and after their participation in a 120-hour professional development workshop. A cluster analysis was conducted on the teachers' (N = 33) responses to a reading strategies/methods measure, followed by discriminant analysis on the three predominant types of teachers: (a) those using a structured approach to reading, (b) those using an integrated approach, and (c) those using an eclectic approach—to determine the most important strategies and methods characterizing the different groups. Analysis of variance and qualitative analysis of written evaluations revealed that teachers involved in the professional development experience made significant gains in their use of several reading strategies and methods. Three years after initial training, follow-up interviews with selected teachers from each of the three cluster groups provided an understanding of the long-term effects of the professional development activities. Overall results showed that the teachers' reported use of selected reading instructional strategies and methods was influenced by several factors: (a) the workshop, (b) the district curriculum policy, (c) teacher implementation of targeted reading strategies, (d) teachers' perceptions of their own instructional efficacy, and (e) teachers' perceptions of students' academic needs and performance.
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Richdale, Amanda L., John E. Reece, and Angela Lawson. "Teachers, Children with Reading Difficulties, and Remedial Reading Assistance in Primary Schools." Behaviour Change 13, no. 1 (March 1996): 47–61. http://dx.doi.org/10.1017/s0813483900003946.
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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experience and experience and training in managing reading difficulty. These teachers then provided information concerning the ability level, behavioural problems, perceived cause of reading difficulty, assessment, and adequacy of assistance for 303 Year 3 children whom they identified as having a reading difficulty. Results indicated that 42.7% of teachers predominantly used a whole language approach to teaching reading and that, by teacher definition, only 36.6% of children were receiving adequate assistance for their reading difficulty. Regression analysis showed that the factors most strongly associated with adequate assistance were a less severe level of reading difficulty, a higher level of support available within the school, and more children with reading difficulty in the class. The implications of these findings and other characteristics of the children with reading difficulties are discussed.
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Alsheikh, Negmeldin. "The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning." English Language Teaching 11, no. 1 (December 17, 2017): 150. http://dx.doi.org/10.5539/elt.v11n1p150.
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This study aimed at understanding the essence of reading and language learning by bilinguals and trilinguals college students. The study is based on data from two separate yet related studies that were completed. The study used interviews as a qualitative means to glean the views of Arab bilinguals (n=10) and African trilinguals (n=3). The study is based on symbolic interactionism approach to incorporate a focus on intersubjective realities of bilinguals and trilinguals, openness to bilinguals and multilinguals’ experiences and a search for invariant indispensable meaning in their descriptions of their bilingualism and multilingualism. In a very important sense, this study attempted to get beyond the immediacy of an experienced world in order to articulate the pre-reflective level of lived-world of bilinguals and trilinguals. The preliminary results of this study revealed that both bilinguals and trilinguals viewed reading as an establish tool for gleaning meaning. On the other hand, trilinguals viewed language from a larger intersubjective scope where the shared common understandings through ongoing symbolic interaction with the others. The trilingual also assigned more spatial perspectives, more metalinguistic awareness of reading and languages learning than the bilinguals.
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Asanti, Chris, and Syamdianita Syamdianita. "ENCOURAGING CRITICAL LITERACY DEVELOPMENT THROUGH EXTENSIVE READING ACTIVITY IN AN EFL (ENGLISH AS A FOREIGN LANGUAGE) CONTEXT." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 3, no. 2 (December 15, 2017): 127. http://dx.doi.org/10.30872/calls.v3i2.869.
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This study is an attempt to address the issue of how extensive reading (ER) as a supplementary reading approach is able to encourage students’ critical literacy. Further, how ER influences students’ perception of critical literacy related to students’ viewpoint of the texts is examined thoroughly. ER in this study was employed as a supplementary reading activity where students were engaged to read in a large number of materials on a wide range of topics and they had freedom to select the reading material based on its relevance to their interests, knowledge, and experience (Day & Bamford, 2002). Relating the characteristics of ER, it seemed to us that students’ understanding of the text through ER activity should be scrutinized as one important aspect in English language teaching (ELT). In order to get more comprehensive picture, questionnaires were distributed to 38 students in the class. Yet, only 3 (three) students were willing to return the questionnaire and to be interviewed based on their answers in the questionnaire. The findings revealed that ER is evidenced to motivate students to approach texts critically, challenge taken knowledge, relate the texts to world’s issues, improve their awareness of how to see and understand human beings, and question the intention of the texts from distinct viewpoints.Keywords: extensive reading, critical literacy development, EFL
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Greene, Virginie. "Three Approaches to Poetry." PMLA/Publications of the Modern Language Association of America 120, no. 1 (January 2005): 219–34. http://dx.doi.org/10.1632/003081205x36958.
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In this essay, I reflect on the empirical and subjective foundations of critical readings of poetry. I use my own experience, not because it is more valid than anyone else's but because I have direct access to it. The first section, “The Used-Book-Store Approach,” addresses the formation of poetic canons and the position of the reader as an agent and a consumer. The second section, “The Subway Approach,” gives an example of close reading in a setting where the world within the poem, the world within the reader, and the world outside the reader lose their borders. The third section, “The Rare-Book-Room Approach,” examines the impulse to seek the real thing that poetry can trigger and proposes that the first critical step for the reader consists in assessing the status of the poem as his or her object.
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Usher, Robin. "Locating Experience in Language: Towards a Poststructuralist Theory of Experience." Adult Education Quarterly 40, no. 1 (September 1989): 23–32. http://dx.doi.org/10.1177/074171368904000103.
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Experience, although a key concept in adult learning, tends to be conceptualized within the framework of humanistic psychology and thus to be seen as asocial and subjective. This article argues that the relationship between meaning and experience should not be grounded in subjectivity. The insoluble problems of such a grounding are illustrated by the deconstructive analysis of a text (Jarvis, 1987) centered on a humanistic approach to meaning and experience. An alternative theorization is presented that stresses the constitutive role of language in experience. This shows how the meaning of experience is located in the play of language and the power of discourse. Experience, therefore, potentially has no single, fixed, and invariant meaning. Seeing experience in this way allows for a reconceptualization of adult learning which more readily takes account of the neglected social dimension.
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Feragen, Kristin Billaud, Tone Kristin Særvold, Ragnhild Aukner, and Nicola Marie Stock. "Speech, Language, and Reading in 10-Year-Olds with Cleft: Associations with Teasing, Satisfaction with Speech, and Psychological Adjustment." Cleft Palate-Craniofacial Journal 54, no. 2 (March 2017): 153–65. http://dx.doi.org/10.1597/14-242.
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Background Despite the use of multidisciplinary services, little research has addressed issues involved in the care of those with cleft lip and/or palate across disciplines. The aim was to investigate associations between speech, language, reading, and reports of teasing, subjective satisfaction with speech, and psychological adjustment. Design Cross-sectional data collected during routine, multidisciplinary assessments in a centralized treatment setting, including speech and language therapists and clinical psychologists. Participants Children with cleft with palatal involvement aged 10 years from three birth cohorts (N = 170) and their parents. Outcome Measures Speech: SVANTE-N. Language: Language 6-16 (sentence recall, serial recall, vocabulary, and phonological awareness). Reading: Word Chain Test and Reading Comprehension Test. Psychological measures: Strengths and Difficulties Questionnaire and extracts from the Satisfaction With Appearance Scale and Child Experience Questionnaire. Results Reading skills were associated with self- and parent-reported psychological adjustment in the child. Subjective satisfaction with speech was associated with psychological adjustment, while not being consistently associated with speech therapists’ assessments. Parent-reported teasing was found to be associated with lower levels of reading skills. Having a medical and/or psychological condition in addition to the cleft was found to affect speech, language, and reading significantly. Conclusions Cleft teams need to be aware of speech, language, and/or reading problems as potential indicators of psychological risk in children with cleft. This study highlights the importance of multiple reports (self, parent, and specialist) and a multidisciplinary approach to cleft care and research.
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Milyakina, Alexandra. "Rethinking literary education in the digital age." Sign Systems Studies 46, no. 4 (December 31, 2018): 569–89. http://dx.doi.org/10.12697/sss.2018.46.4.08.
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This paper discusses the perspectives of literary education in the context of the transforming of the notions of literature, reading, and learning. While everyday semiotic practices are becoming increasingly digital and multimodal, school education in most countries is still largely focused on mediating original literary texts in print and their established interpretations. Less conventional sources of literary information – brief retellings, comic strips, memes, social media posts – tend to make up a large part of the students’ semiotic environment; yet these are usually dismissed by school education as inaccurate and irrelevant. Cultural semiotics, however, allows regarding pulverized versions of texts as a part of a natural educational system – the culture itself. A holistic approach allows not only integrating everyday semiotic practices into a school curriculum, but also revealing the inherent multimodality, transmediality, and creativity of the literary experience. The paper explores possible implications of semiotics in three aspects of literary education: multimodality and heterogeneity of literary experience; influence of digital media on the perception habits; reading as a creative building of a whole from different fragments. The overarching goal is to enrich school education through a deeper understanding of literary experience and a widening of the spectrum of acknowledged tools, formats and media. The theoretical survey is supported by real-life examples from school practice and recreational reading.
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Loucky, John Paul, and Frank Tuzi. "Comparing Foreign Language Learners’ Use of Online Glossing Programs." International Journal of Virtual and Personal Learning Environments 1, no. 4 (October 2010): 31–51. http://dx.doi.org/10.4018/jvple.2010100103.
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This study furthers research in three crucial related areas: 1) comparing various online glossing and vocabulary learning tools; 2) language teaching and learning using a more natural bilingualized approach to developing online reading skills in a second or foreign language; and 3) comparing the relative level of enjoyment and effectiveness students experience when using various CALL programs. This paper applies recent insights into vocabulary learning behaviors and functions online and investigates whether teachers can help learners increase their use of online glosses to improve their vocabulary learning by giving them automatic mouse-over instant glosses versus optional, clickable, mechanical access. The authors compare Japanese college students’ actual use of three types of glossing when reading similar texts online. The findings suggest that an expanded glossing system that helps encourage deeper lexical processing by providing automatic, archivable glosses would be superior for digital vocabulary learning because it can simultaneously offer better monitoring and more motivation vis-à-vis online word learning.
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Bird, Steven. "Strategies for Representing Tone in African Writing Systems." Written Language and Literacy 2, no. 1 (July 23, 1999): 1–44. http://dx.doi.org/10.1075/wll.2.1.02bir.
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Tone languages provide some interesting challenges for the designers of new orthographies. One approach is to omit tone marks, just as stress is not marked in English (zero marking). Another approach is to do phonemic tone analysis, and then make heavy use of diacritic symbols to distinguish the "tonemes" (shallow marking). While orthographies based on either system have been successful, this may be thanks to our ability to manage inadequate orthographies, rather than to any intrinsic advantage which is afforded by one or the other approach. In many cases, practical experience with both kinds of orthography in sub-Saharan Africa has shown that people have not been able to attain the level of reading and writing fluency that we know to be possible for the orthographies of non-tonal languages. In some cases this can be attributed to a socio linguistic setting which does not favour vernacular literacy. In other cases, the orthography itself may be to blame. If the orthography of a tone language is difficult to use or to learn, then a good part of the reason may be that the designer either has not paid enough attention to the FUNCTION of tone in the language, or has not ensured that the information encoded in the orthography is ACCESSIBLE to the ordinary (non-linguist) user of the language. If the writing of tone is not going to continue to be a stumbling block to literacy efforts, then a fresh approach to tone orthography is required — one which assigns high priority to these two factors. This article describes the problems with orthographies that use too few or too many tone marks, and critically evaluates a wide range of creative intermediate solutions. I review the contributions made by phonology and reading theory, and provide some broad methodological principles to guide those who are seeking to represent tone in a writing system. The tone orthographies of several languages from sub-Saharan Africa are presented throughout the article, with particular emphasis on some tone languages of Cameroon.
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Bére-ová, Jana. "Authentic Materials – A Natural Resource for Developing Academic English." Advances in Language and Literary Studies 9, no. 5 (October 31, 2018): 53. http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.53.
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The approach to language learning as a way of coming to understand target culture and its impact on target language is reflected in the concept of teaching and learning languages through the integration of intercultural capabilities. The concept will be supported by a number of examples taken from authentic materials language learners have encountered in target language contexts, predominantly gaining experience through reading authentic materials. The paper presents the ideas of university students who carried out their own projects within and after research run by Trnava University, the representatives of which actively participated in a three-year project, supported by the VEGA funding scheme under number 1/0106/15. Twenty-two students who participated in our experiment were asked to analyze formal English in its written mode, searching for characteristic features of formal writing, used in contemporary English. After the completion of the first task related to the selection of appropriate samples, the students were expected to compare the quality of authentic materials received through technologies and that achieved from reading contemporary literary prose, newspapers and academic texts. The idea behind this task was to help university students to be able to critically assess other people’s ideas and arguments, to apply critical thinking when reading, to evaluate authentic materials and to achieve the ability to construct effective arguments in formal writing.
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Gaudioso, Roberto. "A Literary Approach to Avoiding Objectification of the Text: Reading Kezilahabi and Beyond." Annali Sezione Orientale 77, no. 1-2 (June 21, 2017): 3–32. http://dx.doi.org/10.1163/24685631-12340024.
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It is well known that, in contemporary studies, the cultural and post-colonial critique mainly focuses on the context of art and literature. My paper highlights the importance of a newWerkimmanente Interpretation, which focuses on the textquaaesthetic process. Thus, in other words, the text will be considered as a living event, meaning an experience of senses and knowledge. The text should be the centre of different hermeneutic approaches which involve translation and comparison, reader’s reception, theories of knowledge, immanent interpretation of the text and literary language. Translation is not only a product, but a process of comprehension (incorporation) and restitution (incarnation) of a text through the constitution of an analogue. This paper intends to propose a multi-systematic mode of poetry analysis, related especially to the poetics of the Swahili writer Euphrase Kezilahabi.
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Sumardi, Kamin. "MODEL PEMBELAJARAN KEAKSARAAN DASAR MENGGUNAKAN KOMBINASI METODE REFLECT, LEA, DAN PRA." JIV 3, no. 2 (December 31, 2008): 107–19. http://dx.doi.org/10.21009/jiv.0302.1.
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This study aimed at producing an effective functional literacy learning model by combining three methods, which are Regenerated Frerian Literacy through Empowering Community Techniques (REFLECT), Language Experience Approach (LEA) and Participatory Rural Appraisal (PRA). This study applied qualitative approach and employed research and development as the methods. The study concludes that literacy learning model using REFLECT, PRA and LEA is effective in learning reading, writing and numerical problems.
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Damayanti, Welsi. "MODEL PEMBELAJARAN REMEDIAL MEMBACA PERMULAAN DENGAN PENDEKATAN PENGALAMAN BERBAHASA PADA SISWA SEKOLAH DASAR." EDUTECH 13, no. 3 (August 18, 2014): 308. http://dx.doi.org/10.17509/edutech.v13i3.3084.
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Abstract. In life, reading skill is conditio sine qua non. Thus, reading skill is an essential need to keep updated. In the world of education, reading activities can be considered as the heart of education. Through reading, everyo,ne can follow new developments that occur in life. If associated with education program in school, reading plays a very important role. Reading skill is the main factor that will determine the learning achievement. At elementary level, research reported that students’ reading skill was far from expectation. Research by The International Association for The Evaluation of Educational Achievement (1997) found that the reading skill of elementary school students in Indonesia only ranked the 31st. Therefore, to assist children who have difficulty in reading and to develop their reading skill, teacher can use Early Reading Remedial Instruction Model with LEA (Language Experience Approach).Keywords: remedial instruction model, reading skill, earlyreading, pendekatan pengalaman berbahasaAbstrak, Kemampuan membaca dalam kehidupan merupakan conditio sine qua non. Oleh karena itu, kemampuan membaca menjadi kebutuhan yang sangat penting jika tidak ingin ketinggalan zaman. Dalam dunia pendidikan, kegiatan membaca dapat dipandang sebagai jantungnya pendidikan. Melalui kegiatan membaca, setiap orang dapat mengikuti perkembangan baru yang terjadi dalam kehidupan. Jika dikaitkan dengan program pendidikan di sekolah, membaca memegang peranan yang sangat penting. Melalui kegiatan membaca, setiap orang dapat mengikuti perkembangan baru yang terjadi dalam kehidupan. Jika dikaitkan dengan program pendidikan di sekolah, membaca memegang peranan yang sangat penting. Kemampuan membaca merupakan faktor utama yang ikut menentukan prestasi belajar. Pada jenjang Sekolah Dasar (SD) diperoleh laporan hasil penelitian mengenai kemampuan membaca yang masih jauh dari harapan. Penelitian The International Association for The Evaluation of Educational Achievement (1997), melaporkan bahwa kemampuan membaca murid SD di Indonesia hanya menduduki peringkat ke-31. Oleh karena itu, perkembangan kemampuan membaca anak yang mengalami kesulitan membaca bisa menggunakan Model Pembelajaran Remedial Membaca Permulaan dengan Pendekatan LEA (Language Experience Approach)/Pendekatan Pengalaman Berbahasa.Kata kunci: model pembelajaran remedial, membaca, membaca permulaan, pendekatan LEA
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Nofriansyah, Dicky, and Hendriktio Freizello. "Python Application: Visual Approach of Hopfield Discrete Method for Hiragana Images Recognition." Bulletin of Electrical Engineering and Informatics 7, no. 4 (December 1, 2018): 609–14. http://dx.doi.org/10.11591/eei.v7i4.691.
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Python is a dynamic object-oriented programming language. Python provides strong support for integration with other programming languages and other tools. Python programming is rarely used in the field of artificial intelligence, especially artificial neural networks. This research focuses on running Python programming to recognize hiragana letters. In learning the character of Hiragana, one can experience difficulties because of the many combinations of vowels that form new letters by different means of reading and meaning. Discrete Hopfield network is a fully connected, that every unit is attached to every other unit. This network has asymmetrical weights. At Hopfield Network, each unit has no relationship with itself. Therefore it is expected that a computer system that can help recognize the Hiragana Images. With this pattern recognition Application of Hiragana Images, it is expected the system can be developed further to recognize the Hiragana Images quickly and precisely.
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Bilova, A. G. "ROLE- PLAY AS PART OF COMMUNICATIVE APPROACH IN EFL TEACHING." English and American Studies 1, no. 16 (September 7, 2019): 59–65. http://dx.doi.org/10.15421/381907.
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The article is devoted to one of the innovative, alternative methods in EFL teaching. Teaching oral speech with the help of role-play has been examined. The author puts particular emphasis on the close connection of role-play with communicative approach in EFL teaching. It has been stressed that role-play heightens self-esteem, motivation, spontaneity, increases capacity for empathy, and lowers sensitivity to rejection. All these facilitate communication and provide an appropriate psycholinguistic climate for language learning. The author considers that role-play is a source of fresh ideas and relieves the monotony of education. Role-play is considered to be one of the types of drama activity. The experience of role-play putting into practice in home-reading classes has been described. The author comes to the conclusion that the use of role-play as drama activity in Teaching English as a Foreign Language can be used as an innovative technique in language teaching. Using drama to teach English results in real communication involving ideas, emotions, feelings and adaptability; in other words an opportunity to use language in operation which is absent in conventional language class.
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Evain, Christine, and Chris De Marco. "Teaching Shakespeare in the Digital Age: The eZoomBook Approach." English Language Teaching 9, no. 6 (May 11, 2016): 162. http://dx.doi.org/10.5539/elt.v9n6p162.
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<p>What collaborative process can teachers offer in order to stimulate their students’ reading of and writing on Shakespeare’s plays? How can new technologies contribute to facilitating the classroom experience? The eZoomBook (eZB) template was designed for teachers to create and share multi-level digital books called “eZoomBooks” that allow readers to access enriched versions of the original, organized according to different tabs related to places mentioned in the original text. A zooming in and out function enables the readers of the eZoomBooks to navigate freely between the original and the enriched tabulated versions. This paper focuses on a pilot study of the methodology using a simplified version of the template. The targeted learners were English as a Second Language engineering students. Our objective is to show that the eZB framework and pedagogical applications are especially appropriate in making a difficult subject easier to teach (giving and correcting group assignments) and learn by providing learners an innovative and motivating approach to reading literature.</p>
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Erofeeva, Inna N., and Tatiana I. Popova. "Modern principles of developing the subtest “Reading and Use of Language” of the TORFL-II." Russian Language Studies 19, no. 2 (December 15, 2021): 207–21. http://dx.doi.org/10.22363/2618-8163-2021-19-2-207-221.
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The article is devoted to the topical problem of modern principles of developing tests of Russian as a foreign language (RFL), taking into account the world experience. The purpose of the article is to summarize the modern principles of language test development and to show how they are implemented in the new tests of Russian as a foreign language. The materials of the article include the research papers of Russian and foreign authors in the sphere of methodology over the past 20 years, as well as modern formats of testing in foreign languages. At the first stage of the study, general scientific methods of generalization, systematization and structuring were used. At the second phase, a new format of the RFL test Reading and Use of Language (B2) was modelled, combining language and communication competence testing. At the third stage, an experiment was conducted to test the new format. 48 foreign master students studying the program Russian Language and Russian Culture in the Aspect of Russian as a Foreign Language in Saint Petersburg State University took part in the experiment. It was concluded that the modern language test, in accordance with the basic cognitive and communicative principle of learning and control, should be based on the following principles: testing skills in different types of speech activities mainly on the text material; interdependence between the type of the task and the speech genre of the text being created/used in the task; basing on a linguistic and didactic description of the communicative competence level; integrative approach; using different types of test tasks within one subtest; the principle of increasing complexity of tasks; taking into account the complexity of each task in its assessment; task feasibility according to students educational level; taking into account the values of the multicultural world; taking into account international experience; basing on reliability and validity criteria of test tasks. These principles implemented in the new TORFL-II subtest format Reading and Use of Language are presented in the article. The implementation of modern test principles should ensure that all speech control facilities are systematically allocated to the appropriate level and parameters for their assessment. The above-mentioned principles of test creation and the example of their implementation can be taken as the basis of a full-fledged system of control and measurement materials based on linguistic and didactical descriptions of each level.
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Mosleh, Mohammad A., and Abeer K. Alshaboul. "The Degree of Application of Teachers in the First Basic Seminar in Jordan for Teaching Strategies to Teach Reading Comprehension in Arabic in the Light of RAMP Program." Journal of Educational and Psychological Studies [JEPS] 14, no. 1 (February 11, 2020): 108. http://dx.doi.org/10.24200/jeps.vol14iss1pp108-127.
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The study aims to identify the degree of application of the early learner teachers of the strategies of teaching reading comprehension in the Arabic language in light of the RAMP program. The sample consisted of 150 teachers from 39 schools in Ramtha, Jordan, and the results were analyzed using the SPSS software, where the two researchers followed (the descriptive approach) for the purpose of the study. The results showed the teachers' knowledge of the strategies of teaching reading comprehension, the comprehensiveness of its application, and the positive impact it has on the students, where they showed active learning, which contributed to raising their level of comprehension of texts. The results also showed that there are no statistically significant differences which affect the teacher in teaching reading comprehension strategies due to gender, experience, and gender by experience. At the end of the study, a series of proposals and recommendations were presented.
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Gabas, Clariebelle, Mary Claire Wofford, and Carla Wood. "Using Experience Books to Foster the Narrative Skills of English Learners." Perspectives of the ASHA Special Interest Groups 2, no. 16 (January 2017): 61–70. http://dx.doi.org/10.1044/persp2.sig16.61.
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The need to address the language and literacy development of children from culturally and linguistically diverse (CLD) backgrounds continues to rise with the increasing number of English learners (ELs) in schools throughout the United States. One area of concern is the need for culturally sensitive methods of assessment and intervention for ELs with language disorders. Oral language skills are widely considered an essential component of later reading success. Although narratives are commonly used to foster children's oral language skills, narrative development in children from CLD backgrounds can be highly variable. Broader socialization and cultural practices can influence and shape the way children tell stories (Melzi, Schick, & Kennedy, 2011). One approach to facilitate the development of narrative skills in ELs with language disorders is the use of experience books, which are personalized stories that depict daily routines or meaningful events situated from the child's perspective. Experience books can provide a natural foundation of rich linguistic interactions between children and caregivers, increase children's exposure to print and enjoyment of books, and encourage family involvement. The following tutorial will guide speech-language pathologists on how to adapt experience books as culturally sensitive tools to help meet the needs and interests of CLD children and families.
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Susanti, Ani, Utami Widiati, and Bambang Yudi Cahyono. "The effect of proficiency pairings on EFL students’ writing ability in genre-based approach context." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 245. http://dx.doi.org/10.11591/ijere.v9i1.20439.
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<span>This study aimed to know if students who work in heterogeneous (HET) pairs have significantly better writing ability than those who experience working in homogenous (HOM) pairs. This study involved two intact classes that consist of 40 EFL students taking the Intermediate Reading and Writing course in the English Education Department in one of the large private universities in Indonesia. This study employed a causal-comparative design and lasted for twelve meetings including pretest and posttest. The two groups of HET pairs and HOM pairs experienced collaborative writing activities following the steps of the Genre-based Approach. The data were collected through writing pre-test and post-test. The data were analyzed using descriptive statistics and Mann Whitney to compare the students’ post-test scores. The findings show that both high and low proficiency students who experienced collaborative writing in homogenous proficiency pairings have better writing ability than those who experienced collaborative writing in heterogeneous proficiency pairings. This indicates that pair collaboration can support language learning more optimally when there are no large proficiency gaps among pairs.</span>
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Nuur, Khaerun Nisa. "Resource Based Learning dalam pembelajaran Bahasa Arab." Diwan : Jurnal Bahasa dan Sastra Arab 3, no. 2 (July 16, 2018): 33. http://dx.doi.org/10.24252/diwan.v4i1.5190.
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This article examines a language approach used in teaching Arabic. Studying with Resource Based Learning focusses on students’ point of view, not on the teachers. The students are asked to learn independently, so they experience a change from passive-receptive into active-partisipative strategy. This active-partisipative strategy allows the students in having freedom in learning process. It includes how students prepare their materials by utilizing many kinds of sources. Studying Arabic with Resource Based Learning approach could be applied to improve language skill (maharat al-lughah ), such as listening (maharah al-istima ), speaking (maharah al –kalam ), writing (maharah al-kitabah ), and reading (maharah al-qira’ah ).
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Erawati Saragih, Enni, and Umia Ulfa Zalya. "INVESTIGATING TEACHERS’ TEACHING METHODS USED IN READING CLASSROM." ENGLISH JOURNAL 13, no. 2 (September 7, 2019): 62. http://dx.doi.org/10.32832/english.v13i2.3779.
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To achieve better knowledge, students are expected to be able to read some books in a week. But nowadays, reading no longer becomes student’s habit. It seems because teachers teaching method is still need to be modified in order to get students attention and interest. This research aims to find out the methods used by the teacher in teaching reading and student response on the method. The research adopted descriptive-qualitative research method and in collecting the data observation and interview were used as the instruments of the research. After doing the research, the data found that there are two kinds of method are used by the teacher while he/she teaches reading classroom, namely; direct method and language experience approach (LEA). Meanwhile, the student response toward teacher reading method shown that most of students like teachers reading method, only few students dislike about teachers teaching methods.
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Best, Stephen. "La Foi Postcritique, on Second Thought." PMLA/Publications of the Modern Language Association of America 132, no. 2 (March 2017): 337–43. http://dx.doi.org/10.1632/pmla.2017.132.2.337.
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How strongly I have felt of pictures, that when you have seen one well, you must take your leave of it; you shall never see it again. (Emerson 476)Now and then there are readings that make the hairs on the neck, the non-existent pelt, stand on end and tremble, when every word burns and shines hard and clear and infinite and exact … readings when the knowledge that we shall know the writing differently or better or satisfactorily, runs ahead of any capacity to say what we know, or how. In these readings, a sense that the text has appeared to be wholly new, never before seen, is followed, almost immediately, by the sense that it was always there, that we, the readers, knew it was always there, and have always known it was as it was, though we have now for the first time recognized, become fully cognizant of, our knowledge. (Byatt 512)Literary criticism thrives on the distinction between first and second reading, on what is often parsed as absorptive reading versus critical reading, belletristic versus analytic reading. It sets itself against the idea that a irst reading of a text might be the one in which we have “seen [it] well”-on the assumption that critical insight is belated (Emerson 476). “As scholars, we read lengthy texts [such as novels] sequentially; then, in order to write, we inevitably reread recursively,” which has the efect, as the critic Michaela Bronstein goes on to observe, of producing conlicted conceptions of the novel as either “a static object (a form) or an experience in time” (77). One goal of literary criticism would appear to be to keep readers from lingering in that temporal and immersive irst reading in order to arrive at an assessment of the total work. First reading and critique are viewed as largely anathema; second thoughts inspire us to relinquish irst impressions, in a process of questioning and revision infused with a spirit of skepticism and doubt. here is an air of supersession- something vanguardist-about critique, but as Bronstein also points out, “the purpose of rereading need not be to revise the irst reading from an analytic distance. . . . Close reading [can use] the recursive process of analysis to approach, rather than to erase, sequential reading” (78). I take Bronstein's projection of a literary criticism that accounts for rather than dismisses the absorptive aspects of irst reading as an accurate description of Rita Felski's project in The Limits of Critique, a manifesto that calls on literature scholars to recommit to “care or concern for [aesthetic] phenomena” (107). Felski makes the case for a pragmatist phenomenology and calls her method for its achievement “postcritique,” a mode of reading that declines to unmask, demystify, interrogate, subvert, or expose the literary text (the habit of generations of recent critics). Postcritique means to expand the uses of literature beyond that of marking an absence or an insufficiency, returning readers to the values that drew them to the literary work of art in the first place (“aesthetic pleasure, increased selfunderstanding, moral relection, perceptual reinvigoration, ecstatic self- loss, emotional consolation, or heightened sensation” [188]).
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Burnside, Jonathan. "‘What Shall We Do with the Sabbath-Gatherer?’ A Narrative Approach to a ‘Hard Case’ in Biblical Law (Numbers 15:32-36)." Vetus Testamentum 60, no. 1 (2010): 45–62. http://dx.doi.org/10.1163/004249310x12597406253283.
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AbstractThis article puts forward an alternative reading of Num 15:32-36 which takes seriously the fact that the cognitive structures that go into reading the biblical Sabbath laws are narrative and visual, rather than semantic and literal. This ‘narrative’ reading sees ‘food production’ as the typical case of ‘work’ and sees ‘food production on the Sabbath’ as the ‘paradigm case’ of Sabbath-breaking. Against this background, Num 15:32-36 is a hard case because the Sabbath-gatherer’s behaviour is sufficiently far removed from the paradigm of food production to raise the question of whether the Sabbath laws could be used to resolve the problem. The uncertainty ensures that the case must be resolved by the parties concerned and since, unusually, God is the only offended party, only God can determine whether capital punishment applies and, if so, the form it should take. Ultimately, the offender’s behaviour is judged to be sufficiently close to the paradigm to deserve death because it evokes Israel’s experience of total servitude in Egypt. ‘Sabbath-gathering’ reflects a desire to return to the economic conditions associated with Pharaoh’s rule and thus signifies the rejection of YHWH’s lordship.
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Sloane, Thomas O. "From Elocution to New Criticism." Rhetorica 31, no. 3 (2013): 297–330. http://dx.doi.org/10.1525/rh.2013.31.3.297.
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The similarity between elocution and New Criticism in method of analysis, or hermeneutics, seems patent: because elocutionists taught reading aloud, they necessarily considered a text word by word; New Critics revolutionized literary study through a similar if more sophisticated method of textual analysis, an approach which also necessitated a certain vocalizing of the words. And the two groups were curiously alike in their fumbling attempts to describe the nature of literature, its ontology, as a kind of experience. The progression from elocution to New Criticism actually forms an episode in the ongoing dispersal of rhetoric as an academic subject.
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Mostafa Karam, Khaled. "Between Sensorimotor Data and Conceptual Message: Embodied Simulation as an Approach to the Reading of Two Science Fiction Plays, Jennifer Haley’s The Nether and Peter Sinn Nachtrieb’s Boom." International Journal of Applied Linguistics and English Literature 8, no. 2 (March 31, 2019): 85. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.2p.85.
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This paper explains how the activation of the reader’s cognitive capacity of embodied simulation can improve the perception of science fiction and its interest in exploring the materiality of bodies. It offers an embodied cognitive interpretation of Haley’s The Nether and Nachtrieeb’s Boom, stressing the role of close reading of sensorimotor data in triggering the mental process of simulation and reinforcing the reader’s embodied involvement within the text. This paper also illustrates the cognitive link between linguistic input data in the process of reading science fiction and the stimulation of the capacity of embodied simulation. It argues that the more intensive the sensorimotor data is, the more appealing to the capacity of embodied simulation the text proves to be. The paper attempts to prove that the close reading of science fiction drama, abundant in sensorimotor data, is capable of generating an embodied simulative experience which guarantees a deeper understanding of the thematic content and an empathic engagement with the characters.
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HINZE, RALF. "Explaining binomial heaps." Journal of Functional Programming 9, no. 1 (January 1999): 93–104. http://dx.doi.org/10.1017/s0956796899003317.
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Functional programming languages are an excellent tool for teaching algorithms and data structures. This paper explains binomial heaps, a beautiful data structure for priority queues, using the functional programming language Haskell (Peterson and Hammond, 1997). We largely follow a deductive approach: using the metaphor of a tennis tournament we show that binomial heaps arise naturally through a number of logical steps. Haskell supports the deductive style of presentation very well: new types are introduced at ease, algorithms can be expressed clearly and succinctly, and Haskell's type classes allow to capture common algorithmic patterns. The paper aims at the level of an undergraduate student who has experience in reading and writing Haskell programs, and who is familiar with the concept of a priority queue.
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Sumarsono, Puji. "AUTHENTIC NARRATIVE TEXTS IN ENGLISH TRANSLATION VERSION OF HOLY QURAN: A GENRE-BASED APPROACH." Indonesian EFL Journal 4, no. 1 (January 29, 2018): 65. http://dx.doi.org/10.25134/ieflj.v4i1.801.
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Language exposure is crucial for beginners or students who learn English as their second or foreign language. Students are difficult to directly speak and write English if they never hear English conversation or monologue and never see the product of English in term of result of writing. Text as a product of writing is available and easily accessed around us. This circumstance, consequently, insists the ease use of reliable teaching material and effective teaching reading. As it was found in Australia and also the author experience, when teacher had students to freely write, 90% of the students wrote recount and narrative texts. Narrative texts have important role of narrative that every word in narrative is potentially memorable and possible to contribute to understanding text easily. In fact, it was found that there are many narrative texts in English translation of Holy Qur�an. However, they have their own typical.Keywords: authentic, English translation of Holy Qur�an, genre-based approach, narrative text
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Brata, Komang Candra, and Adam Hendra Brata. "User experience improvement of japanese language mobile learning application through mental model and A/B testing." International Journal of Electrical and Computer Engineering (IJECE) 10, no. 3 (June 1, 2020): 2659. http://dx.doi.org/10.11591/ijece.v10i3.pp2659-2667.
Full textAbstract:
Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m-learning applications only accommodate on enhancing reading, vocabulary and writing ability so that user experience issues are still prevalent and may affect the learning outcome. In the context of user experience, usability is one of the essential factors in mobile application development to determine the level of the application’s user experience. In this paper, we advocate for a user experience improvement by using the mental model and A/B testing. The mental model is used to reflect the user’s inner thinking mode. A comparative approach was used to investigate the performance of 20 high-grade students with homogenous backgrounds and coursework. User experience level was measured based on the usability approach on pragmatic quality and hedonic quality like effectiveness (success rate of task completion), efficiency (task completion time) and satisfaction. The results then compared with an existing Japanese m-learning to gather the insight of improvement of our proposed method. Experimental results show that both m-learning versions proved can enhance learner performance in pragmatic attributes. Nevertheless, the study also reveals that an m-learning that employs the conversational mental model in the learning process is more valued by participants in hedonic qualities. Mean that the proposed m-learning which is developed with the mental model consideration and designed using A/B testing is able to provide conversational learning experience intuitively.