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Journal articles on the topic 'Written context'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Parault, Susan J. "Sound symbolic word learning in written context." Contemporary Educational Psychology 31, no. 2 (2006): 228–52. http://dx.doi.org/10.1016/j.cedpsych.2005.06.002.

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2

McClure, Erica. "Oral and Written Language Development and Social Context." Contemporary Psychology: A Journal of Reviews 30, no. 9 (1985): 714. http://dx.doi.org/10.1037/024071.

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3

Quinn, William H. "Written Language as a Context of Therapeutic Change." Journal of Strategic and Systemic Therapies 6, no. 2 (1987): 57–66. http://dx.doi.org/10.1521/jsst.1987.6.2.57.

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4

Fukkink, R. G. "Deriving word meaning from written context: a process analysis." Learning and Instruction 15, no. 1 (2005): 23–43. http://dx.doi.org/10.1016/j.learninstruc.2004.12.002.

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5

Eller, Rebecca G., Christine C. Pappas, and Elga Brown. "The Lexical Development of Kindergarteners: Learning from Written Context." Journal of Reading Behavior 20, no. 1 (1988): 5–24. http://dx.doi.org/10.1080/10862968809547621.

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This paper argues that an important aspect of vocabulary development is readers' understanding of the nature of written language. The purpose of the study was to investigate the process involved in acquiring word knowledge from written context. Prereading kindergarten children were read two picture storybooks on three separate occasions (per book) and were then invited to take their turns to “read” the books. Using an ordinal category system developed for the study, three analyses of the three “readings” of each book were made which identified patterns of vocabulary growth. The results showed

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Merisuo-Storm, Tuula, and Marjaana Soininen. "Primary school pupils deriving word meaning from written context." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 1625–29. http://dx.doi.org/10.1016/j.sbspro.2010.03.248.

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De Villiers, Peter A., and Sarah B. Pomerantz. "Hearing-impaired students learning new words from written context." Applied Psycholinguistics 13, no. 4 (1992): 409–31. http://dx.doi.org/10.1017/s0142716400005749.

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AbstractNormally hearing students acquire most of their reading vocabulary from printed context, but little is known about this process in hearing-impaired students. Two studies, therefore, investigated hearing-impaired students' ability to derive lexical and syntactic information about unknown words embedded in short passages of text. The passages varied in their informativeness about the meaning of the unknown words. Ability to derive at least a partial meaning for a word in context was determined both by the type of context and the reading comprehension levels of the students. However, ther

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8

Brandner, Tobias. "Chinese Theology: Text and Context, written by Chloë Starr." Mission Studies 34, no. 3 (2017): 411–12. http://dx.doi.org/10.1163/15733831-12341527.

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Fukkink, Ruben G., Henk Blok, and Kees de Glopper. "Deriving Word Meaning from Written Context: A Multicomponential Skill." Language Learning 51, no. 3 (2001): 477–96. http://dx.doi.org/10.1111/0023-8333.00162.

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Miller, Catherine. "Juba Arabic as a written language." Journal of Pidgin and Creole Languages 29, no. 2 (2014): 352–84. http://dx.doi.org/10.1075/jpcl.29.2.06mil.

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This paper deals with the issue of Juba Arabic (JA) as a written language and investigates various written materials produced from early 20th century up to the early 21st century. The investigated writings are presented in their socio-historical context in order to determine in which ways genres and contexts impact writing practices, particularly regarding orthographic and grammatical choices. These choices are analyzed following the notions of sameness and distance used for evaluating literacy processes in non-standard languages. The paper highlights the key moments and key agents of the codi

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11

Reder, Stephen, and Erica Davila. "CONTEXT AND LITERACY PRACTICES." Annual Review of Applied Linguistics 25 (March 2005): 170–87. http://dx.doi.org/10.1017/s0267190505000097.

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This chapter reviews recent progress in resolving tensions between conceptions of literacy as a system of locally situated cultural practices and conceptions of literacy as a broader system of written language that transcends specific individuals and local contexts. Such theoretical tensions have arisen out of earlier, long-standing literacy debates—the Great Divide, the Literacy Thesis, and even debates about situated cognition itself. Recent reviews and critiques of the “New Literacy Studies” examined here—Brandt and Clinton, 2002; Collins and Blot, 2003; Street, 2003a, 2003b—are reaching to

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BAHNIUK, Nataliya. "RESEARCHING WRITTEN MONUMENTS IN THE CONTEXT OF CHANGING SCIENTIFIC PARADIGMS." Ukraine: Cultural Heritage, National Identity, Statehood 31 (2018): 233–39. http://dx.doi.org/10.33402/ukr.2018-31-233-239.

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The scientific paradigm of the 21st century has acquired anthropocentric drift. In modern linguistic studies, the anthropocentric approach also occupies a dominant position: the researcher’s attention is refocused from objects of cognition (lingual units of different levels) to the subject; thus, linguists analyze an individual in language and language in an individual. The article presents an attempt to define the range of problems of modern linguistic diachronic researches about lingual personality, lingual consciousness, the language of the epoch. The preconditions of involving the concept

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Werrett, Ian. "The Qumran Rule Texts in Context, written by Charlotte Hempel." Journal for the Study of Judaism 46, no. 3 (2015): 443–45. http://dx.doi.org/10.1163/15700631-12340111-06.

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14

Bowie, Ewen. "Dithyramb in context, written by Kowalzig, B. and Wilson, P." Greek and Roman Musical Studies 4, no. 2 (2016): 333–38. http://dx.doi.org/10.1163/22129758-12341282.

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15

Galves, Antonio, Charlotte Galves, Jesús E. García, Nancy L. Garcia, and Florencia Leonardi. "Context tree selection and linguistic rhythm retrieval from written texts." Annals of Applied Statistics 6, no. 1 (2012): 186–209. http://dx.doi.org/10.1214/11-aoas511.

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Widyasari, Yessi, Yella Dezas Perdani, and Gita Rahmi. "CONTEMPORARY PRACTICES OF INDIRECT WRITTEN FEEDBACK IN HIGH SCHOOL CONTEXT." Journal of Language and Literature 9, no. 1 (2021): 58–73. http://dx.doi.org/10.35760/jll.2021.v9i1.3996.

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Indirect written feedback is crucial to be conducted since errors are unavoidable in the process of writing. However, many studies have been undertaken in university contexts. Thus, this qualitative case study was carried out to examine a teacher's indirect written feedback practices in senior high school context. The data were obtained from observations, document analysis, and semi-structured interviews through purposive sampling. The findings revealed that coded feedback was mainly used, supplemented by uncoded feedback and commentary. These imply that the coding system is effective in guidi

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17

Weekes, Brendan Stuart Hackett. "Literacy in Contact and in Context." Letrônica 13, no. 4 (2020): e37538. http://dx.doi.org/10.15448/1984-4301.2020.4.37538.

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According to UNESCO, at least 2500 languages are vulnerable. Chinese, English, Spanish, Arabic, Hindi, Portuguese, Bengali, Russian, Japanese, French are “hegemons” - each having at least 100 million native speakers and accounting for over 51 percent of the global population. Half of the hegemons are written with an alphabet. For the non-alphabetic group, native speakers may read and write in logographic (e.g. Chinese) or syllabic writing systems (e.g. Devanagari) or both (e.g. Japanese). In languages that are spoken by less than one million people, Latin, Arabic and Chinese writing systems do

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18

Salimi, Asghar, and Mahdi Ahmadpour. "The Effect of Direct Vs. Indirect Written Corrective Feedback on L2 Learners Written Accuracy in EFL Context." International Journal of English Language and Literature Studies 4, no. 1 (2015): 10–19. http://dx.doi.org/10.18488/journal.23/2015.4.1/23.1.10.19.

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19

Güler, Hatice Kübra. "Activities Written by Prospective Primary Teachers on Realistic Mathematics Education." International Journal of Evaluation and Research in Education (IJERE) 7, no. 3 (2018): 229. http://dx.doi.org/10.11591/ijere.v7i3.14267.

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It is important for students to connect with real life in mathematics courses. The aim of this study is to investigate the activities which are written by prospective primary school teachers in the context of Realistic Mathematics Education. This research is a case study of which data were collected by qualitative methods. The participants of the research included 81 prospective primary teachers who are junior students attended primary teacher department. It was asked them to write an activity suitable for primary mathematics curriculum by considering Realistic Mathematics Education principles

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20

Jones, Gwynneth C. D. "Documentary Evidence and the Construction of Narratives in Legal and Historical Contexts." Public Historian 37, no. 1 (2015): 88–94. http://dx.doi.org/10.1525/tph.2015.37.1.88.

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Based on her experiences as an expert witness in Canadian litigation related to Aboriginal peoples, the author shares some personal reflections on the use of the written record as “evidence” in a legal context. As end users in a litigation context will be constructing their own narratives, a historian can add value in the courtroom by sharing skills in analyzing and providing context for written materials as well as providing a narrative based on their content. This process of simultaneously constructing and deconstructing a narrative can support the legitimacy of multiple narratives and provi

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21

Burns, M. Susan, and Renee Casbergue. "Parent-Child Interaction in a Letter-Writing Context." Journal of Reading Behavior 24, no. 3 (1992): 289–312. http://dx.doi.org/10.1080/10862969209547779.

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This study investigated the interactions between 26 parents and their 3- to 5-year-old children as they collaborated to write a letter to someone during a 10-minute videotaped session. Observations of these sessions were coded using categories designed to indicate: (a) the manner of the exchange of information, (b) the types of information that parents and children exchanged during the writing, and (c) the nature of the children's written input into the resulting letter product. Regression analyses were used to examine how the parents' level of control was associated with: (a) the nature of th

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22

Picornell, Isabel. "Analysing Deception in Written Witness Statements." Linguistic Evidence in Security, Law and Intelligence 1, no. 1 (2013): 41–50. http://dx.doi.org/10.5195/lesli.2013.2.

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Written witness statements are a unique source for the study of high-stakes textual deception. To date, however, there is no distinction in the way that they and other forms of verbal deception have been analysed, with written statements treated as extensions of transcribed versions of oral reports. Given the highly context-dependent nature of cues, it makes sense to take the characteristics of the medium into account when analysing for deceptive language. This study examines the characteristic features of witness narratives and proposes a new approach to search for deception cues. Narratives

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23

Donaldson, Morag L. "Contextual influences on children's spoken and written explanations." Applied Psycholinguistics 17, no. 3 (1996): 355–75. http://dx.doi.org/10.1017/s0142716400007980.

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ABSTRACTThe relative influences of medium and context variables were investigated by comparing 7- and 8-year-old children's spoken and written explanations in varying contexts: a story task, a question task, a sentence completion task, and a whole sentence production task. In the story task, performance in a “purpose” condition (which provided a specific communicative purpose for the production of an explanation) was compared with performance in a “neutral” condition. The frequency of explanations containing correct causal expressions was significantly higher in the purpose condition than in t

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24

Gonçalves, Gláucia Renate. "The written text in a context of orality an approach to the African novel." Estudos Germânicos 10, no. 1 (1989): 30. http://dx.doi.org/10.17851/0101-837x.10.1.30-35.

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The purpose of this study is to show how the context of orality deeply influences the structure of the African novel, contributing to its identity. The first part of the paper serves as a support for the second one, in which it emphasizes that the African novel clearly portrays its cultural and political context. The second part, then, analyzes how characteristics of orality are manifested in the written text. O propósito deste estudo é mostrar como o contexto da oralidade influencia profundamente a estrutura do romance africano, contribuindo para a identidade deste. A primeira parte deste tra

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25

Wood, Johanna L. "Text in context." Journal of Historical Pragmatics 5, no. 2 (2004): 229–54. http://dx.doi.org/10.1075/jhp.5.2.05woo.

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This paper analyses lexical features in letters written to and by Margaret Paston, using Fairclough’s (1992) three-dimensional framework for discourse analysis. Historical pragmatics, as a relatively new field, is open to the development of new methodologies and the adaptation of established ones. Although Fairclough’s methodology is intended as a systematic way of approaching modern text, it is shown to be relevant and useful in historical work. The letters are analysed in context, with reference to the discursive practices (production, distribution, and consumption of text) and social practi

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26

Schrader, Carol Taylor. "Written language use within the context of young children's symbolic play." Early Childhood Research Quarterly 4, no. 2 (1989): 225–44. http://dx.doi.org/10.1016/s0885-2006(89)80005-5.

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27

Hsieh, Wu-Ying, Yu-Min Ku, and Yi-Hsin Chen. "Young children's metacognition in the context of telling a written story." Early Child Development and Care 183, no. 12 (2013): 1796–810. http://dx.doi.org/10.1080/03004430.2012.754436.

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28

Brouwer, René. "Stoics and the State: Theory – Practice – Context, written by Jula Wildberger." Polis: The Journal for Ancient Greek and Roman Political Thought 37, no. 1 (2020): 177–80. http://dx.doi.org/10.1163/20512996-12340262.

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29

Alshahrani, Abdulaziz, and Neomy Storch. "Investigating teachers’ written corrective feedback practices in a Saudi EFL context." Australian Review of Applied Linguistics 37, no. 2 (2014): 101–22. http://dx.doi.org/10.1075/aral.37.2.02als.

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In recent years there have been a growing number of studies on written corrective feedback (WCF), particularly in terms of the efficacy of different types of WCF. However, few of these studies have investigated what shapes teachers’ WCF practices and how they align with students’ preferences. This study, conducted with staff and students in a large Saudi university that has strict guidelines on WCF provision, examined the teachers’ WCF practices in relation to the institutional guidelines, their own beliefs about the most effective forms of WCF as well as their students’ preferences. Data coll

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30

Stagg Peterson, Shelley, Alison Altidor, and Jen Kerwood. "Young children’s written and verbal responses in a dynamic assessment context." Assessing Writing 49 (July 2021): 100543. http://dx.doi.org/10.1016/j.asw.2021.100543.

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31

Mbibeh, Louis. "On Context and Second Language Acquisition: The Rural Urban Dichotomy in Cameroon." Advances in Language and Literary Studies 12, no. 1 (2021): 68. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.68.

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The complexity of the linguistic environment in Cameroon raises the question of context and its role in the acquisition of another language. This paper draws a dichotomy between learners in such contexts considered rural and those regarded as urban or cosmopolitan2. Using the irregular verb as a yardstick, an evaluation of the acquisition of irregular verb patterns by 80 final year primary school learners from 2contexts in the Northwest Region of Cameroon was done. Oral and written tests were administered to check learners’ acquisition of verb inflectional categories, verb tenses and general w

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Lay, Keith John, and Mehmet Ali Yavuz. "Targeting Turkish-to-English Interlingual Interference Through Context-Heavy Data-Driven Learning." SAGE Open 10, no. 2 (2020): 215824402092059. http://dx.doi.org/10.1177/2158244020920596.

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This study investigates the effect of grammar-focused hands-on in-class data-driven learning (DDL) with a heavily contextualized corpus on the frequency of written errors attributable to common interlingual interference issues in low–intermediate Turkish learners ( n = 30) of English. Items representing the most common Turkish-to-English interlingual errors were selected through a two-step process involving the analysis of past studies and a subsequent ranking survey of teachers ( n = 10) of Turkish learners of English. Participants’ grammar development in terms of types of written errors was

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Hodder, Ian. "Writing archaeology: site reports in context." Antiquity 63, no. 239 (1989): 268–74. http://dx.doi.org/10.1017/s0003598x00075980.

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As it is written in site reports today, the modern language of archaeology is not a handsome tongue, efficient though it may be at conveying neutral data (another horrid word). Are there lessons to be found in the beguiling style of site reports from a couple of centuries ago? And is there more to their charm than antiquarian romance?

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34

Nouraey, Peyman, and Fatemeh Behjat. "Students’ Attitudes towards Written Error Corrections: A Study in an Omani EFL Context." International Journal of English Language and Literature Studies 9, no. 3 (2020): 210–18. http://dx.doi.org/10.18488/journal.23.2020.93.210.218.

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Knowing errors and their sources often aids teachers in error correction processes. The present study aimed at investigating how the students of General Foundation Program (GFP) in Oman tend to deal with written error corrections and the related feedback provided to them. It is also an attempt to examine students’ attitudes and preferences towards the feedback on their written errors. In doing so, sixty undergraduate students were selected as participants of the study. A questionnaire was distributed among the participants, containing information on a) when the students would prefer to receive

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35

Salkić, Naim, Husnija Hasanbegović, and Emira Švraka. "CONTENT ANALYSIS OF THE WRITTEN COMMUNICATION FORM OF DEAF CHILDREN." Journal Human Research in Rehabilitation 8, no. 2 (2018): 55–64. http://dx.doi.org/10.21554/hrr.0918106.

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The aim of this research was to examine the communication and linguistic competence of a meaningful understanding of the written communication form of deaf persons. In this study, a qualitative method of content analysis was used. The study was done on a sample of 70 deaf respondents. Deaf subjects were divided into two groups. One group wrote letters to another group on a topic of free choice, and the other group responded to the letter. After these correspondences, the letters were analysed in a way to search for understanding the content. Letters were agrammatic with a large number of omitt

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36

Kkese, Elena. "ASSESSING L2 WRITING IN THE ABSENCE OF SCORING PROCEDURES: CONSTRUCTION OF RATING SCALES IN A CYPRIOT-GREEK EFL IN CLASS CONTEXT." Journal of English Education 3, no. 2 (2018): 46–56. http://dx.doi.org/10.31327/jee.v3i2.809.

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Two central issues in the assessment of direct writing tests, especially for L2 contexts, refer to the development of these tasks and the scoring procedures. These allow making inferences about the specific test takers’ writing ability and provide useful diagnostic information about what aspects of writing are mostly important for raters. This study was concerned with constructing specific rating scales based on written samples by Cypriot-Greek students in an EFL classroom context in an effort to examine and determine what aspects of writing are more important in L2 writing and how are these d

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37

Grossman, Eliav. "Three Aramaic Piyyutim for Purim: Text, Context, and Interpretation." Aramaic Studies 17, no. 2 (2019): 198–255. http://dx.doi.org/10.1163/17455227-01702006.

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Abstract This article presents a critical edition of three Aramaic piyyutim for Purim. The piyyutim are unique in that they were not written in Hebrew, the overwhelmingly dominant language of classical piyyutim, but in a biblicizing register of Aramaic. This puts these piyyutim in conversation with other forms of Jewish Aramaic poetry, namely poems written in Jewish Palestinian Aramaic (JPA). The article includes a detailed analysis of the relation between the JPA poems for Purim and the piyyutim presented herein, and it argues that overt anti-Christian polemics are common to both. The Aramaic

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38

Apel, Kenn. "Kindergarten Children's Initial Spoken and Written Word Learning in a Storybook Context." Scientific Studies of Reading 14, no. 5 (2010): 440–63. http://dx.doi.org/10.1080/10888431003623496.

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39

Nightingale, Andrea Wilson. "Plato's lawcode in context: rule by written law in Athens and Magnesia." Classical Quarterly 49, no. 1 (1999): 100–122. http://dx.doi.org/10.1093/cq/49.1.100.

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Perhaps more than any other dialogue, Plato's Laws demands a reading that is at once historical and philosophical. This text's conception of the ‘rule of law’ is best understood in its contemporary socio-political context; its philosophical discussion of this topic, in fact, can be firmly located in the political ideologies and institutions of fourth-century Greece. In this paper, I want to focus on the written lawcode created in the Laws in the context of the Athenian conception and practice of rule by written law. How are the Athenian laws authorized, disseminated, and implemented, and how d

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40

Fabry, Heinz-Josef. "The Qumran Rule Texts in Context: Collected Studies, written by Charlotte Hempel." Dead Sea Discoveries 24, no. 1 (2017): 144–46. http://dx.doi.org/10.1163/15685179-12341417.

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41

Czerniewska, Pam. "Book Review: The development of oral and written language in social context." Child Language Teaching and Therapy 1, no. 3 (1985): 351–52. http://dx.doi.org/10.1177/026565908500100312.

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42

Davey, H. M., P. N. Butow, and B. K. Armstrong. "Cancer patients' preferences for written prognostic information provided outside the clinical context." British Journal of Cancer 89, no. 8 (2003): 1450–56. http://dx.doi.org/10.1038/sj.bjc.6601287.

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Iwai, Shuma. "Dalit Theology: History, Context, Text, and Whole Salvation, written by James Massey." Exchange 44, no. 4 (2015): 429–30. http://dx.doi.org/10.1163/1572543x-12341374.

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Ginsburg, Shiphra, Jennifer R. Kogan, Andrea Gingerich, Meghan Lynch, and Christopher J. Watling. "Taken Out of Context: Hazards in the Interpretation of Written Assessment Comments." Academic Medicine 95, no. 7 (2019): 1082–88. http://dx.doi.org/10.1097/acm.0000000000003047.

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45

Williamson, H. G. M. "Tel Dan in its Northern Cultic Context, written by Andrew R. Davis." Vetus Testamentum 65, no. 4 (2015): 664. http://dx.doi.org/10.1163/15685330-12341240-09.

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46

Peters, John J. "Luke’s Source Claims in the Context of Ancient Historiography." Journal for the Study of the Historical Jesus 18, no. 1 (2020): 35–60. http://dx.doi.org/10.1163/17455197-2019004.

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Research on Luke-Acts and the Gospels has largely overlooked the major distinction within ancient historiography between accounts written about events contemporary with the author (e.g., by Herodotus, Thucydides, Xenophon, Polybius) and accounts written about non-contemporary events (e.g., by Diodorus, Dionysius, Plutarch, Arrian). As ancient authors writing about contemporary events represented their sources primarily in terms of autopsy and eyewitness testimony, so Luke’s preface corresponds with this practice. I argue that a proper understanding of ancient historical method, epistemology, a

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47

Gienapp, Jonathan. "Written Constitutionalism, Past and Present." Law and History Review 39, no. 2 (2021): 321–60. http://dx.doi.org/10.1017/s0738248020000528.

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Debates over constitutional originalism almost always center on meaning. Questions are typically focused, concentrated on the meaning of particular constitutional clauses at the moment of their inception: the Commerce Clause in 1787, the Second Amendment in 1791, or the Fourteenth Amendment in 1868. Given the prevalence of these investigations, theoretical and methodological debates over how to recover original constitutional meaning are concentrated on either the kind of meaning that should be targeted—original public meaning, original intended meaning, or original legal meaning—or how that m

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48

Nippold, Marilyn A., Stephanie A. Martin, and Barbara J. Erskine. "Proverb Comprehension in Context." Journal of Speech, Language, and Hearing Research 31, no. 1 (1988): 19–28. http://dx.doi.org/10.1044/jshr.3101.19.

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Although previous studies have reported that proverb comprehension remains quite literal before adolescence, the results of the present study indicated that fourth graders performed well on a proverb comprehension task involving contextual information and a written multiple choice format. It was also found that performance on the proverb task steadily improved at least through the eighth grade and was significantly correlated to performance on a perceptual analogical reasoning task. The study contributes to the small but growing body of information concerning language development during the pr

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49

Cabezuelo, Antonio Sarasa. "A System to Manage Grammatical Level Tests in the Context of Language Schools." Journal of Cases on Information Technology 18, no. 4 (2016): 53–69. http://dx.doi.org/10.4018/jcit.2016100104.

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A common problem in schools teaching languages is the preliminary assessment of students' knowledge to assign a skill level in the language that they would like to learn. Normally, level tests consist of an oral test, a written test and a listening test. All these tests can be performed through from a remote location, though the written test is less complicated to perform through correspondence since it generally does not require the presence of an examiner. This article describes how has been automated the performance and management of level tests of the written kind in the specific case of t

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Ganapathy, Malini N. G., Debbita Tan Ai Lin, and Jonathan Phan. "STUDENTS’ PERCEPTIONS OF TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN THE MALAYSIAN ESL CLASSROOM." Malaysian Journal of Learning and Instruction 17, Number 2 (2020): 103–36. http://dx.doi.org/10.32890/mjli2020.17.2.4.

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Purpose – This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context. Methodology – A survey questionnaire was administered randomly among 720 Form Four students from 10 secondary schools in Penang. The questionnaire was based on a Likert scale and responses were analysed using descriptive statistics. Findings – Results showed that most learners benefited from and preferred direct feedback, and tended to focus on form

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