scholarly journals Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4 th graders’ multiple‐document comprehension

2019 ◽  
Vol 90 (2) ◽  
pp. 449-472 ◽  
Author(s):  
Elena Florit ◽  
Kate Cain ◽  
Lucia Mason
Keyword(s):  
Text Comprehension ◽  
Single Text ◽  
Multiple Document Comprehension ◽  
Multiple Document

The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension

2022 ◽  
Vol 94 ◽  
pp. 102116
Author(s):  
Nina Mahlow ◽  
Carolin Hahnel ◽  
Ulf Kroehne ◽  
Cordula Artelt ◽  
Frank Goldhammer ◽  
...  
Keyword(s):  
Epistemic Beliefs ◽  
Multiple Document Comprehension ◽  
Multiple Document

How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown

2018 ◽  
Vol 17 (2) ◽  
pp. 333-365 ◽  
Author(s):  
Suzanne Luger
Keyword(s):  
Text Comprehension ◽  
Eye Tracker ◽  
Translation Process ◽  
Morphological Knowledge ◽  
Dutch Translation ◽  
Stimulated Recall ◽  
Problem Solving Strategies ◽  
Stimulated Recall Interviews

Abstract This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text.

Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement

2021 ◽  
pp. 136216882110540
Author(s):  
Boya Zhang
Keyword(s):  
Social Engagement ◽  
Language Use ◽  
Collaborative Writing ◽  
Task Engagement ◽  
Three Dimensions ◽  
Dynamic Nature ◽  
Instructional Activities ◽  
Single Text ◽  
Method Approach

Collaborative writing (CW) involves two or more students writing a single text together. Previous studies mainly focused on students’ cognitive engagement in CW and investigated their attention to various language-related problems during task interaction. However, little CW research to date has considered that engagement in language-related discussions can manifest from three dimensions: cognitive, social, and affective. Focusing on the multidimensional characteristics of engagement, this study investigated how Russian learners’ social and affective reactions influence their focus on language use while they completed a CW task. Drawing on Svalberg’s framework of engagement with language to identify the three dimensions of engagement, I conducted a mixed-method approach towards analysing the audio-recorded collaborative dialogues by three student pairs ( n = 6), along with a qualitative analysis of their responses to a five-point Likert scale questionnaire. The analyses showed that when learners were interactive and viewed the activity as useful, they noticed many linguistic problems and elaborated on them. In contrast, when learners demonstrated social disengagement and perceived disadvantages from CW, they were likely to withdraw their attention from resolving the language issues they encountered. These findings indicate the complex and dynamic nature of task engagement. They can provide second language (L2) teachers with an in-depth understanding of how to fully engage students in instructional activities to better foster their L2 learning.

scholarly journals Validating process variables of sourcing in an assessment of multiple document comprehension

2019 ◽  
Vol 89 (3) ◽  
pp. 524-537 ◽  
Author(s):  
Carolin Hahnel ◽  
Ulf Kroehne ◽  
Frank Goldhammer ◽  
Cornelia Schoor ◽  
Nina Mahlow ◽  
...  
Keyword(s):  
Process Variables ◽  
Multiple Document Comprehension ◽  
Multiple Document

TECHNOLOGY OF MULTILEVEL TEXT COMPREHENSION AS A FORM OF PHILOLOGICAL TEACHER’S TRAINING

2018 ◽  
pp. 7-13
Author(s):  
Galina Mikhaylovna PERVOVA
Keyword(s):  
Text Comprehension ◽  
Complex Analysis ◽  
Russian Language ◽  
Integrative Approach ◽  
Primary School Teachers ◽  
Language And Literature ◽  
Level Of Training ◽  
The University ◽  
The Relationship

Philological training of primary school teachers and teachers of the Russian language and literature involves the integration of knowledge from several disciplines: Studies of Literature, Linguistics, Teaching Methods, courses on speech culture, workshop on expressive reading and others. The task of training future teachers at the university is to combine these subjects in the process of forming the competence of a comprehensive analysis of the text. This problem is the subject of our research. School and university types of literary text analysis are considered, the role of the integrative approach to the text in the preparation of the teacher for the lessons of literary reading at school is shown. The complex analysis of the work of art, perceived as a teaching material, requires the teacher of literary characteristics of the components of content and form in the relationship, linguistic examination of the text on the availability of the language of the work to modern students, performance analysis to establish the norms of expressive reading of the work, methodical analysis, selection of types, methods and techniques of working with the text, taking into account its literary specificity, finally, the complex analysis of the proposed reader’s interpretation of the text, which can offer students a certain class and level of training in the classroom. In connection with this set of analytical, intellectual skills of the teacher complex analysis is an important form of professional development of the future and the novice teacher.

The Oxford Handbook of Psycholinguistics

2018 ◽  
Keyword(s):  
Language Processing ◽  
Language Comprehension ◽  
Language Production ◽  
Text Comprehension ◽  
Sentence Comprehension ◽  
Linguistic Diversity ◽  
First Language ◽  
Grammatical Encoding ◽  
Current State

This handbook reviews the current state of the art in the field of psycholinguistics. Part I deals with language comprehension at the sublexical, lexical, and sentence and discourse levels. It explores concepts of speech representation and the search for universal speech segmentation mechanisms against a background of linguistic diversity and compares first language with second language segmentation. It also discusses visual word recognition, lexico-semantics, the different forms of lexical ambiguity, sentence comprehension, text comprehension, and language in deaf populations. Part II focuses on language production, with chapters covering topics such as word production and related processes based on evidence from aphasia, the major debates surrounding grammatical encoding. Part III considers various aspects of interaction and communication, including the role of gesture in language processing, approaches to the study of perspective-taking, and the interrelationships between language comprehension, emotion, and sociality. Part IV is concerned with language development and evolution, focusing on topics ranging from the development of prosodic phonology, the neurobiology of artificial grammar learning, and developmental dyslexia. The book concludes with Part V, which looks at methodological advances in psycholinguistic research, such as the use of intracranial electrophysiology in the area of language processing.

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