Towards A Critical Sociollogy of Reading Pedagogy

1991 ◽  
pp. xi ◽  
Author(s):  
Allan Luke ◽  
Carolyn Baker
Keyword(s):  
Reading Pedagogy

scholarly journals Investigation into the efficacy of text modification: What type of text do learners of Japanese authenticate?

2021 ◽  
Author(s):  
◽  
Mitsue Sandom
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Second Language Learners ◽  
Native Speaker ◽  
Negative Attitude ◽  
Cognitive Changes ◽  
Reading Pedagogy ◽  
Reading Materials

<p>The dissertation is a study of the efficacy of reading materials for learners of Japanese as a foreign language (JFL). It discusses the merits of 'authentic' materials written primarily for native speaker-readers compared to 'modified' texts adapted in some way for learners. Further, it compares various sorts of modifications: simplification, elaboration, marginal glosses and the use of onscreen computer pop-ups. More broadly, it locates the study within the wider discourse of pedagogy concerning reading materials for second language learners, especially JFL learners.  Reading in Japanese as a second language is generally thought to be more demanding than reading in some other second languages. The study therefore argues that the authenticity debate and efficacy of text modification must be addressed specifically in the JFL reading pedagogy.  In the context of the authenticity debate, there are, broadly, two opposing views. One favours the predominant use of unmodified texts while the other promotes the efficacy of modified texts. While there have been numerous theoretical discussions and empirical findings in the reading pedagogy of English as a second or foreign language (ESL/EFL), the JFL reading pedagogy is currently lacking such academic endeavours. Hence, the present study seeks to fill the gap.  The study is mixed methods research, consisting of three projects in which both qualitative and quantitative methods are employed. This approach investigates equally the effects of text modification on participating learners' cognitive changes (reading comprehension) and affective changes (motivation and perception).  The results indicate that learners of Japanese comprehend modified texts statistically significantly better than they do unmodified texts. Findings include that modified texts for Japanese are more efficacious than they are in the ESL/EFL context. However, modified texts that are insufficiently challenging fail to enhance learners' motivation. Advanced learners especially were found to have a negative attitude toward reading modified Japanese texts.</p>

scholarly journals Investigation into the efficacy of text modification: What type of text do learners of Japanese authenticate?

2021 ◽  
Author(s):  
◽  
Mitsue Sandom
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Second Language Learners ◽  
Native Speaker ◽  
Negative Attitude ◽  
Cognitive Changes ◽  
Reading Pedagogy ◽  
Reading Materials

<p>The dissertation is a study of the efficacy of reading materials for learners of Japanese as a foreign language (JFL). It discusses the merits of 'authentic' materials written primarily for native speaker-readers compared to 'modified' texts adapted in some way for learners. Further, it compares various sorts of modifications: simplification, elaboration, marginal glosses and the use of onscreen computer pop-ups. More broadly, it locates the study within the wider discourse of pedagogy concerning reading materials for second language learners, especially JFL learners.  Reading in Japanese as a second language is generally thought to be more demanding than reading in some other second languages. The study therefore argues that the authenticity debate and efficacy of text modification must be addressed specifically in the JFL reading pedagogy.  In the context of the authenticity debate, there are, broadly, two opposing views. One favours the predominant use of unmodified texts while the other promotes the efficacy of modified texts. While there have been numerous theoretical discussions and empirical findings in the reading pedagogy of English as a second or foreign language (ESL/EFL), the JFL reading pedagogy is currently lacking such academic endeavours. Hence, the present study seeks to fill the gap.  The study is mixed methods research, consisting of three projects in which both qualitative and quantitative methods are employed. This approach investigates equally the effects of text modification on participating learners' cognitive changes (reading comprehension) and affective changes (motivation and perception).  The results indicate that learners of Japanese comprehend modified texts statistically significantly better than they do unmodified texts. Findings include that modified texts for Japanese are more efficacious than they are in the ESL/EFL context. However, modified texts that are insufficiently challenging fail to enhance learners' motivation. Advanced learners especially were found to have a negative attitude toward reading modified Japanese texts.</p>

scholarly journals A Comparative Study Between TPS (Think-Pair-Share) And Jigsaw Techniques to Enhance Students’ Reading Comprehension Ability

1970 ◽  
Vol 4 (1) ◽  
pp. 10-22
Author(s):  
Glory Destiny Biantice Marpaung ◽  
Nelson Balisar Pandjaitan
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Teaching Method ◽  
Reading Pedagogy ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Ability ◽  
The Difference ◽  
New Interpretation ◽  
Reading Comprehension Ability

The purpose of this study is to find out the enhancement of students' reading comprehension between those who were taught using TPS (Think-Pair-Share) technique and those who are taught using the Jigsaw technique. The study discussed the recent developments in reading pedagogy. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The result of this study shows that p.value (sig) = 0.187 > α (0.05). Therefore, it is concluded that there is no significant difference in the student's reading comprehension ability. Even the difference is not significant, based on the mean score of the classes before and after being taught using those techniques, this study indicates that the use of Think-Pair-Share and Jigsaw can enhance students’ reading comprehension ability. The study also provides a new interpretation of existing sources on teaching method and offers new insights of teaching reading method by emphasizing collaborative learning. Keywords: TPS (Think-Pair-Share) and Jigsaw

Close(d) Reading and the “Potential Space” of the Literature Classroom after Apartheid

2020 ◽  
Vol 7 (3) ◽  
pp. 274-285
Author(s):  
Kate Highman
Keyword(s):  
South African ◽  
Institutional Culture ◽  
Close Reading ◽  
English Department ◽  
Potential Space ◽  
Western Cape ◽  
Transitional Space ◽  
Cultural Experience ◽  
Reading Pedagogy ◽  
The University

This article explores psychoanalyst D. W. Winnicott’s ideas about play and “transitional space” or “potential space” in relation to reading, pedagogy, and the legacy of apartheid in South African universities. Following the work of Carol Long, who argues that “apartheid institutions can be understood as the opposite of transitional spaces,” the author draws on her experiences of teaching in the English Department of the University of the Western Cape to reflect on how pedagogy is shaped by institutional culture. The article focuses particularly on “close reading” in the South African university classroom and how a rigid understanding of it has sometimes closed and constrained the experience of reading for students in order to argue for a more open model of “close reading” that values the immersive and creative aspects of reading as well as the analytic, following Winnicott’s understanding of meaningful cultural experience as rooted in play.

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