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Journal articles on the topic 'Reading – Language experience approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

McDougall, Jill. "Basal Readers In The Language Program." Aboriginal Child at School 22, no. 3 (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 ma

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Fraser, Carol A. "Reading for Independence." TESL Canada Journal 6, no. 2 (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

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Shirin, Pratiti. "How Communicative is the Communicative Approach? – The German Teacher’s Experience." Journal of NELTA 17, no. 1-2 (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

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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 encoura

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Chaney, Carolyn. "Evaluating the Whole Language Approach to Language Arts." Language, Speech, and Hearing Services in Schools 21, no. 4 (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 (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 pe

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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 (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&lt

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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 (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 i

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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

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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 (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 co

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Haiyan, Miao, and Liu Rilong. "Classroom EFL Writing: The Alignment-Oriented Approach." English Language Teaching 9, no. 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 the

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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 (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,

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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 (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 liter

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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 (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 ex

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Schmidt-Fajlik, Ronald. "Foreign Language Reading Anxiety and Mindfulness." Language Teacher 44, no. 4 (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

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Ortlieb, Evan, and F. D. McDowell. "Looking closer at reading comprehension." English Teaching: Practice & Critique 15, no. 2 (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 ap

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Leonard, Christiana M. "Imaging Brain Structure in Children: Differentiating Language Disability and Reading Disability." Learning Disability Quarterly 24, no. 3 (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 i

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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 (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 sou

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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 (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

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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 (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 experi

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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 (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

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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 (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, 2

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Greene, Virginie. "Three Approaches to Poetry." PMLA/Publications of the Modern Language Association of America 120, no. 1 (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-B

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Usher, Robin. "Locating Experience in Language: Towards a Poststructuralist Theory of Experience." Adult Education Quarterly 40, no. 1 (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 exp

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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 (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

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Milyakina, Alexandra. "Rethinking literary education in the digital age." Sign Systems Studies 46, no. 4 (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 e

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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 (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 vocabu

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Bird, Steven. "Strategies for Representing Tone in African Writing Systems." Written Language and Literacy 2, no. 1 (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

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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 (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 repr

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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 (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 i

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Sumardi, Kamin. "MODEL PEMBELAJARAN KEAKSARAAN DASAR MENGGUNAKAN KOMBINASI METODE REFLECT, LEA, DAN PRA." JIV 3, no. 2 (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 (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 Evaluatio

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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 (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 at

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Bilova, A. G. "ROLE- PLAY AS PART OF COMMUNICATIVE APPROACH IN EFL TEACHING." English and American Studies 1, no. 16 (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

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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 (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 a

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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 (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 scientif

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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 (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 t

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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 (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

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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 (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

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Nuur, Khaerun Nisa. "Resource Based Learning dalam pembelajaran Bahasa Arab." Diwan : Jurnal Bahasa dan Sastra Arab 3, no. 2 (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

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Erawati Saragih, Enni, and Umia Ulfa Zalya. "INVESTIGATING TEACHERS’ TEACHING METHODS USED IN READING CLASSROM." ENGLISH JOURNAL 13, no. 2 (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

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Best, Stephen. "La Foi Postcritique, on Second Thought." PMLA/Publications of the Modern Language Association of America 132, no. 2 (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

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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

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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

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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 (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 stimulatio

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HINZE, RALF. "Explaining binomial heaps." Journal of Functional Programming 9, no. 1 (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 classe

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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 (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 student

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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 (2020): 2659. http://dx.doi.org/10.11591/ijece.v10i3.pp2659-2667.

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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

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