Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge

1996 ◽  
Vol 80 (1) ◽  
pp. 15 ◽  
Author(s):  
Karin Bugel ◽  
Bram P. Buunk
Keyword(s):  
Sex Differences ◽  
Foreign Language ◽  
Prior Knowledge ◽  
Text Comprehension ◽  
Language Text

Use of linguistic and cultural materials to increase the level of motivation to learn a foreign language

2020 ◽  
pp. 57-62
Author(s):  
Svetlana V. Popova ◽  
Mikhail V. Smolyaninov
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Motivation To Learn ◽  
Culture Studies ◽  
Collective Work ◽  
Motivation For Learning ◽  
Level Of Motivation ◽  
Language Text

We considered the issue of the role of linguistic and cultural materials in the formation and development of a stable positive motivation for learning a foreign language. We disclosed the concept of “Linguistic and Culture Studies”, the connection between it and the formation of linguistic- and sociocultural competencies. We gave the main conditions to be met by a foreign-language text used as the main linguistic and culture material (authenticity, relevance, typicity). We also listed forms of working with trainees in which you can use linguistic and cultural materials. We highlighted the following organizational forms: individual, group, collective work. The focus is on considering not only lexical proficiency in the target language, but also the use of a foreign language as a means of intercultural communication. We disclosed the conditions of formation of socio- and linguistic-cultural competencies. The conclusion shows the overall outcome of the work and shows the advantages of classes, which include the linguistic and cultural aspect and, due to this, have great methodological potential, allowing you to build new models of classes that improve the quality of mastery of a foreign language. Such training contributes to the consolidation of subject-subject relations between the student and the teacher, establishing between them a real cooperation of equal partners in the pedagogical process.

scholarly journals Temporal-order Iconicity Bias in Narrative Event Understanding and Memory

2018 ◽  
Author(s):  
Xinming Xu ◽  
Sze Chai Kwok
Keyword(s):  
Prior Knowledge ◽  
Text Comprehension ◽  
Temporal Order ◽  
Bayesian Framework ◽  
Prior Belief ◽  
Chronological Order ◽  
Event Sequences ◽  
New Perspective ◽  
Narrative Event

Incongruence between the narrated (encoded) order and the actual chronological order of events is ubiquitous in various kinds of narratives and information modalities. The iconicity assumption in text comprehension proposes that readers will by default assume the chronological order to match the narrated order. However, it is not clear whether this iconicity assumption would directly bias the inferred chronology of events and the memory of the narrated order. In the current study, using non-linearly narrated video narratives as encoding materials, we dissociated the narrated order and the underlying chronological order of events. In Experiment 1, we found that participants’ judgments of the chronological order of events were biased by the narrated order, but not vice versa. In Experiment 2, when the chronological positions of events were provided during encoding, participants’ judgments of the chronological order were not biased by the narrated order, rather, their memory of the narrated order of events was biased by the chronological order. Interpreting the bias under a descriptive Bayesian framework, we offer a new perspective on the role of the iconicity assumption as prior belief, apart from prior knowledge about event sequences, in event understanding as well as memory.

FOREIGN LANGUAGE TEXT COMPREHENSION AND INTERVENTION IN THE EDUCATIONAL PROCESS

2021 ◽  
Author(s):  
Eva Stranovska ◽  
Zdenka Gadusova ◽  
Erzsebet Szabo ◽  
Ervin Weiss
Keyword(s):  
Foreign Language ◽  
Text Comprehension ◽  
Educational Process ◽  
Language Text

scholarly journals The Effect of Critical Rhetoric in Teaching English as a Foreign Language

2020 ◽  
Vol 10 (7) ◽  
pp. 744
Author(s):  
Ibrahim Abushihab
Keyword(s):  
Foreign Language ◽  
Social Issues ◽  
Rhetorical Analysis ◽  
Point Of View ◽  
Contrastive Rhetoric ◽  
Critical Rhetoric ◽  
Ethnography Of Communication ◽  
Important Field ◽  
Language Text

The present paper represents an attempt so as to examine and analyze texts in terms of the context and its relation to cultural, political and social issues. It also provides theoretical and practical information which are used in classroom to facilitate learning foreign language. Rhetorical analysis is essential to be used and incorporated into EFL classroom because it is an important field which is not isolated from other disciplines like critical thinking and learning process. Special emphasis is laid upon the role of contrastive rhetoric in facilitating the process of learning foreign languages. Some pedagogical implications for studying L2 correctly and effectively are also tackled. Furthermore, the major role of pragmatics in analyzing the Second and Foreign Language text is also highlighted. This is accomplished within a pedagogical point of view. It is hoped that the paper will be of value to EFL teachers, syllabus designers, applied linguists and specialists in ethnography of communication.

Inferences and Confidence in Warning Texts: The Role of Age and Prior Knowledge

2007 ◽  
Author(s):  
Anne E. Adams ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Prior Knowledge

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

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