Zeitschriftenartikel: „Reading with the text in front of them“

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Girsang, Anita Lovia, Fransiska Vanny Guitara Marbun, Yusri Apriani Margaretha Turnip und Erikson Saragih. „An Analysis of Reading Comprehension Difficulties in TOEFL Test By High School Students“. Linguistic, English Education and Art (LEEA) Journal 3, Nr. 1 (23.12.2019): 132–37. http://dx.doi.org/10.31539/leea.v3i1.1002.

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This research was conducted with the aim of finding out the difficulties that were felt by high students in answering reading comprehension questions on the TOEFL test.The method used in this research is qualitative method. This research was conducted on high school students who had taken the TOEFL test. From the results of this study it was found that the biggest problem in reading comprehension in the TOEFL test was due to the lack of interest in reading high school students so they would feel bored by seeing the text in front of them and it was still difficult for high school students to find the meaning of the text due to lack of vocabulary, and lack of practice to answer questions related to reading comprehension with the lack of practice, they think that the time to answer questions is not enough. So from the research conducted it is expected to overcome these difficulties, high school students must increase their practice of reading comprehension questions both at home and at the course, and must increase interest in reading and increase vocabulary so that it is easier to work on problems in the reading comprehension section. Keywords: reading comprehension,TOEFL

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Bromberg, Leora. „Resisting Linear Form: Sterne and Phillips with “nothing between them but / time”“. IJournal: Graduate Student Journal of the Faculty of Information 4, Nr. 2 (10.05.2019): 1–13. http://dx.doi.org/10.33137/ijournal.v4i2.32551.

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Readers have certain expectations. Out of any given narrative we expect an introduction, body and conclusion. English words should flow logically one after the other, running from the left to right, in straight lines along the page. Any interruption to this linear process of reading may raise a range of emotional responses, whether it be confusion, anger, awe or insight. Early resistance to a linear reading experience is evident in Laurence Sterne’s 1759-1767 novel The Life and Opinions of Tristram Shandy, Gentleman. Unfolding over the course of nine volumes, this narrative is frequently interrupted with unusual visual and typographic experiments that remain puzzling and intriguing to readers to this day. Likely the most expensive and ambitious of Sterne's experiments is the third volume’s marbled page; a single page coated front and back in a layer of marbled paint, painstakingly and seamlessly constrained within the margins of the text-block. This paper explores the impact of these experiments on the reading experience, with particular attention to the marbled page, by looking towards the reception of Sterne in the contemporary work of book artist Tom Phillips. Despite being raised in the same discussions as examples of works that are intensely aware of their own form, there appears to be little analysis of the connection between Sterne and Phillips. Exploring the reception of Sterne in Phillips’ A Humument illuminates not only how Phillips references Sterne, but also how the very form and design of his work emulates a similar resistance to the linearity of reading and literate culture. Keywords: Laurence Sterne, marbled page, Tom Phillips, literate culture, linearity, reception

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Collins, Jim. „Reading, in a Digital Archive of One's Own“. PMLA/Publications of the Modern Language Association of America 128, Nr. 1 (Januar 2013): 207–12. http://dx.doi.org/10.1632/pmla.2013.128.1.207.

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WHAT ARE WE REALLY TALKING ABOUT WHEN WE TALK ABOUT THE STATE OF READING? AND WHAT DO WE HOPE TO LEARN FROM THE Answers to that question? Confirmation of deeply held prejudices, or a better understanding of what reading means in digital cultures? We need to pose those questions right up front because the debate about the state of reading has been precipitated by the increasing ubiquity of the e-book, even though reading culture has been undergoing massive infrastructural changes for over a decade in the United States. The public discourse on the state of reading and on whether it has a viable future has focused on the future of the book and of literary reading now that e-books have apparently changed everything. The state of reading, as such, is not at stake because it doesn't seem likely that firemen from Ray Bradbury's Fahrenheit 451 will be swinging by your place anytime soon to torch your books and replace them with a well-appointed wall screen, eliminating reading forever in favor of mindless viewing. People will keep reading, if only to take in the endless text that comes at them on their various screens, from the ones on the wall to the ones they carry around with them everywhere on their portable devices. Try looking at those screens without reading. No, it's clear from the assumptions that underpin the end-is-near pronouncements about the e-book that there's reading and then there's reading and that when people talk about the future of reading, they're worried about whether readers worthy of the name will continue reading literary fiction in the twenty-first century. But that isn't a very interesting question because it imagines the act of reading in such an ahistorical manner, curled up in a well-upholstered time warp, far from the unruliness of contemporary reading cultures.

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Moodie, Crawford, Catherine Best, Ingeborg Lund, Janne Scheffels, Nathan Critchlow, Martine Stead, Ann McNeill, Sara Hitchman und Anne Marie Mackintosh. „The Response of Smokers to Health Warnings on Packs in the United Kingdom and Norway Following the Introduction of Standardized Packaging“. Nicotine & Tobacco Research 23, Nr. 9 (18.02.2021): 1551–58. http://dx.doi.org/10.1093/ntr/ntab027.

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Abstract Introduction Standardized packaging was phased in between May 2016 and May 2017 in the United Kingdom and July 2017 and July 2018 in Norway. In both countries, the health warnings on packs prior to standardized packaging being implemented were from the former Tobacco Products Directive library of warnings (text warnings covering 43% of the pack front and pictorial warnings covering 53% of the pack reverse). The warnings on packs, postimplementation, were from the current Tobacco Products Directive library of warnings (novel pictorial warnings covering 65% of the pack front and reverse) for the United Kingdom but unchanged in Norway. Aims and Methods Longitudinal online surveys were conducted prior to standardized packaging (United Kingdom: April–May 2016; Norway: May–June 2017) and postimplementation (United Kingdom: September–November 2017 and May–July 2019; Norway: August–September 2018). We explored smokers’ response to the on-pack warnings (salience, cognitive reactions, and behavioral reactions). Results In the United Kingdom, noticing warnings on packs, reading or looking closely at them, thinking about them, thinking about the health risks, avoidant behaviors, forgoing cigarettes, and being more likely to quit due to the warnings significantly increased from waves 1 to 2, and then decreased from waves 2 to 3, but remained higher than at wave 1. In Norway, noticing warnings, reading or looking closely at them, thinking about them, thinking about the health risks, and being more likely to quit due to the warnings significantly decreased from waves 1 to 2; avoidant behaviors and forgoing cigarettes remained unchanged. Conclusions The inclusion of large novel pictorial warnings on standardized packs increases warning salience and effectiveness. Implications Two longitudinal online surveys in the United Kingdom and Norway explored the impact of standardized packaging on warning salience and effectiveness. That warning salience and effectiveness only increased in the UK postimplementation, where standardized packaging was implemented alongside new larger pictorial warnings on the pack front and reverse, and not in Norway, where standardized packaging was introduced but older smaller text warnings (pack front) and pictorial warnings (pack reverse) were retained, highlights the importance of removing full branding and introducing stronger warnings simultaneously.

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Hudri, Muhammad, und Irwandi Irwandi. „Improving Students’ Reading Skill Through Think-Pair-Share (TPS) Technique“. Linguistics and Elt Journal 6, Nr. 2 (05.03.2019): 1. http://dx.doi.org/10.31764/leltj.v12i2.746.

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This study aims at investigating how the Think-Pair-Share (TPS) technique can improve the students’ reading skill at the English Language Department, FKIP, Muhammadiyah University of Mataram. The problem found in the fourth-semester students is that they have low ability in comprehending the text. The TPS technique is offered by the researcher to solve the problem. Later on, the design of this research was classroom action research adopted from Kemmis & McTaggart which goes through a cycle that consists of four stages namely planning, acting, observing, and reflecting. At the cycle 1, the students failed to meet the criteria of success because only 14 (fourteen) out of 30 (thirty) or 47% students who got the minimum passing grade 75 (seventy-five) and the average score was 67. It meant that the study must be continued to the next cycle. At last, in the cycle 2 met the criteria of success in which 67% students or 20 (twenty) out of 30 (thirty) students met the minimum passing grade 75 and the average score was 72. Beside gaining improvement in the reading score, the students also seemed enthusiastic in thinking, pairing and sharing their ideas. They stated that this technique could encourage and motivate them in thinking, exploring and sharing their opinion and ideas. This technique is also good to enhance cooperation with other people. Finally, TPS technique also able to increase the students’ confidence to share their ideas in front of many people.

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Henitiuk, Valerie. „“My tongue, my own thing”: Reading Sanaaq“. TTR 29, Nr. 2 (27.08.2018): 13–41. http://dx.doi.org/10.7202/1051012ar.

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Mitiarjuk, who has been called the “accidental Inuit novelist” (Martin, 2014), began writing Sanaaq in the mid-1950s and was “discovered” in the late 1960s by a doctoral student of Claude Lévi-Strauss. Bernard Saladin d’Anglure took up this text as his anthropology thesis topic, guided its completion, arranged for its 1984 publication in Inuktitut syllabics, and in 2002 published a French translation; his own former student, Peter Frost, has recently (2013) translated the French version into English. Without the training and tools that would equip an outsider to appreciate Inuit writing and the oral traditions from which it arises, and to judge it on its own merits, scholarly assessment by other than specialist anthropologists or ethnographers has often been felt to be beyond the reach of southerners. Nonetheless, a younger generation of literary scholars such as Keavy Martin, inspired by the work of J. Edward Chamberlin, Robert Allen Warrior and Craig Womack, are working to redress such attitudes. Bringing to bear for the first time the perspective of translation studies, this paper will suggest some ways we can move from ethnography’s purported aim of a systematic study of people and cultures to a rigorous and ethical study of these translated texts, reading them explicitly asliterature, as well as (and perhaps more importantly) asliterary translations.

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Loewe, Iwona. „Ku pamięci. Kolor w dyskursie akademickim“. tekst i dyskurs - text und diskurs, Nr. 12 (2019) (27.12.2019): 99–110. http://dx.doi.org/10.7311/tid.12.2019.06.

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The article refers to the theory of colour, the theory of perception, contemporary media morphosis and the postulates of multimedia stylistics. The author undertakes the presented deliberations for two reasons. Perception, remembering and learning are important for the teaching process at the university regardless of the passage of time. Both the lecturer and the student are interested in the effective acquisition of content. Multimodality as an attribute of the prevailing products of contemporary culture should be the subject of interest for discourse linguistics. The author’s research goal is to examine the effectiveness of font colours used in academic Power Point slides. In a multimedia presentation as a form of a lecture, a public reception takes place, alongside listening with reading and watching. The synergy of the spoken word and the bit-based text occurs. The author puts forward the claim that colour can be a factor in supporting or losing the listener’s directional attention. The second claim is that a colourful area, or a background for a printed text, is different from the colour of the font used in a text that students are required to read and watch from a distance. When the lecturer stands in front of the audience, they can manage its attention through various means. One of them is visualization in the form of the font colour choice within the slide. The article is a proposal of a certain type of research, but the author also presents the results of an experiment. Its results allow to reject the dominant role of the text placed on the slide. Some students correctly recalled the information conveyed only in the spoken form.

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Żydek-Bednarczuk, Urszula. „Dyskurs medialny w ujęciu kulturowym“. tekst i dyskurs - text und diskurs, Nr. 12 (2019) (27.12.2019): 111–20. http://dx.doi.org/10.7311/tid.12.2019.07.

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The article refers to the theory of colour, the theory of perception, contemporary media morphosis and the postulates of multimedia stylistics. The author undertakes the presented deliberations for two reasons. Perception, remembering and learning are important for the teaching process at the university regardless of the passage of time. Both the lecturer and the student are interested in the effective acquisition of content. Multimodality as an attribute of the prevailing products of contemporary culture should be the subject of interest for discourse linguistics. The author’s research goal is to examine the effectiveness of font colours used in academic Power Point slides. In a multimedia presentation as a form of a lecture, a public reception takes place, alongside listening with reading and watching. The synergy of the spoken word and the bit-based text occurs. The author puts forward the claim that colour can be a factor in supporting or losing the listener’s directional attention. The second claim is that a colourful area, or a background for a printed text, is different from the colour of the font used in a text that students are required to read and watch from a distance. When the lecturer stands in front of the audience, they can manage its attention through various means. One of them is visualization in the form of the font colour choice within the slide. The article is a proposal of a certain type of research, but the author also presents the results of an experiment. Its results allow to reject the dominant role of the text placed on the slide. Some students correctly recalled the information conveyed only in the spoken form.

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Chen, Chih-Ming, und Chung Chang. „A Chinese ancient book digital humanities research platform to support digital humanities research“. Electronic Library 37, Nr. 2 (01.04.2019): 314–36. http://dx.doi.org/10.1108/el-10-2018-0213.

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PurposeWith the rapid development of digital humanities, some digital humanities platforms have been successfully developed to support digital humanities research for humanists. However, most of them have still not provided a friendly digital reading environment and practicable social network analysis tool to support humanists on interpreting texts and exploring characters’ social network relationships. Moreover, the advancement of digitization technologies for the retrieval and use of Chinese ancient books is arising an unprecedented challenge and opportunity. For these reasons, this paper aims to present a Chinese ancient books digital humanities research platform (CABDHRP) to support historical China studies. In addition to providing digital archives, digital reading, basic search and advanced search functions for Chinese ancient books, this platform still provides two novel functions that can more effectively support digital humanities research, including an automatic text annotation system (ATAS) for interpreting texts and a character social network relationship map tool (CSNRMT) for exploring characters’ social network relationships.Design/methodology/approachThis study adopted DSpace, an open-source institutional repository system, to serve as a digital archives system for archiving scanned images, metadata, and full texts to develop the CABDHRP for supporting digital humanities (DH) research. Moreover, the ATAS developed in the CABDHRP used the Node.js framework to implement the system’s front- and back-end services, as well as application programming interfaces (APIs) provided by different databases, such as China Biographical Database (CBDB) and TGAZ, used to retrieve the useful linked data (LD) sources for interpreting ancient texts. Also, Neo4j which is an open-source graph database management system was used to implement the CSNRMT of the CABDHRP. Finally, JavaScript and jQuery were applied to develop a monitoring program embedded in the CABDHRP to record the use processes from humanists based on xAPI (experience API). To understand the research participants’ perception when interpreting the historical texts and characters’ social network relationships with the support of ATAS and CSNRMT, semi-structured interviews with 21 research participants were conducted.FindingsAn ATAS embedded in the reading interface of CABDHRP can collect resources from different databases through LD for automatically annotating ancient texts to support digital humanities research. It allows the humanists to refer to resources from diverse databases when interpreting ancient texts, as well as provides a friendly text annotation reader for humanists to interpret ancient text through reading. Additionally, the CSNRMT provided by the CABDHRP can semi-automatically identify characters’ names based on Chinese word segmentation technology and humanists’ support to confirm and analyze characters’ social network relationships from Chinese ancient books based on visualizing characters’ social networks as a knowledge graph. The CABDHRP not only can stimulate humanists to explore new viewpoints in a humanistic research, but also can promote the public to emerge the learning interest and awareness of Chinese ancient books.Originality/valueThis study proposed a novel CABDHRP that provides the advanced features, including the automatic word segmentation of Chinese text, automatic Chinese text annotation, semi-automatic character social network analysis and user behavior analysis, that are different from other existed digital humanities platforms. Currently, there is no this kind of digital humanities platform developed for humanists to support digital humanities research.

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Mandzhikova, Larisa B. „Рукопись Т. А. Бурдуковой «Программа занятий по монгольскому и ойратскому языкам»“. Бюллетень Калмыцкого научного центра Российской академии наук, Nr. 2 (30.12.2020): 49–67. http://dx.doi.org/10.22162/2587-6503-2020-4-16-49-67.

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Introduction. The A.V. Burdukov and T.A. Burdukova family archive (Form 21) kept at the Scientific Archive of the Kalmyk Scientific Center of the Russian Academy of Sciences contains unpublished and unanalyzed materials containing data on the scientific and social activities of the two outstanding scholars Alexei Vasilyevich Burdukov and his daughter Taisiya Alekseevna Burdukova. These materials include lecture notes and study programs. The materials from archive file No. 158 are of particular interest, they include two manuscripts of the above mentioned authors. The texts of the documents are written in a notebook, on the front side of the notebook the text was written by Alexey Vasilyevich, whereas on the back the text was written by Taisia Alexeyevna. The manuscript by A. V. Burdukov is a summary of the report for a meeting of the Political Circle of the Leningrad Oriental Institute on the topic “The Party during the period of factions (1907–1910)”, which was scheduled on April 1, 1936. The purpose of this article is to introduce into scientific circulation the text of the manuscript written by T. A. Burdukova — “Mongolian and Oirat Language Study Program” for the 1945–1946 academic year. The text of the manuscript is written in blue ink, it has faded in places which makes it difficult to read the manuscript. The text contains the author’s corrections and insertions. The text of the Program shows the topics Taisiya Alekseevna intended to convey to the students and how she planned to develop their skills in the Mongolian and Oirat language proficiency (in the old-written and modern aspects), the study of written sources, the ability to work with scientific literature and publications. Also, the teacher planned to instill in the audience a habit of reading non-fiction and fiction literature, to teach them analyze the material they have read. The study program includes approaches to teaching students, developing their skills of working with sources and literature in the Mongolian and Oirat languages, all these determine the value and significance of the manuscript by T.A. Burdukova.

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Mandzhikova, Larisa B. „Рукопись Т. А. Бурдуковой «Программа занятий по монгольскому и ойратскому языкам»“. Бюллетень Калмыцкого научного центра Российской академии наук 14, Nr. 2 (30.12.2020): 49–67. http://dx.doi.org/10.22162/2587-6503-2020-2-14-49-67.

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Introduction. The A.V. Burdukov and T.A. Burdukova family archive (Form 21) kept at the Scientific Archive of the Kalmyk Scientific Center of the Russian Academy of Sciences contains unpublished and unanalyzed materials containing data on the scientific and social activities of the two outstanding scholars Alexei Vasilyevich Burdukov and his daughter Taisiya Alekseevna Burdukova. These materials include lecture notes and study programs. The materials from archive file No. 158 are of particular interest, they include two manuscripts of the above mentioned authors. The texts of the documents are written in a notebook, on the front side of the notebook the text was written by Alexey Vasilyevich, whereas on the back the text was written by Taisia Alexeyevna. The manuscript by A. V. Burdukov is a summary of the report for a meeting of the Political Circle of the Leningrad Oriental Institute on the topic “The Party during the period of factions (1907–1910)”, which was scheduled on April 1, 1936. The purpose of this article is to introduce into scientific circulation the text of the manuscript written by T. A. Burdukova — “Mongolian and Oirat Language Study Program” for the 1945–1946 academic year. The text of the manuscript is written in blue ink, it has faded in places which makes it difficult to read the manuscript. The text contains the author’s corrections and insertions. The text of the Program shows the topics Taisiya Alekseevna intended to convey to the students and how she planned to develop their skills in the Mongolian and Oirat language proficiency (in the old-written and modern aspects), the study of written sources, the ability to work with scientific literature and publications. Also, the teacher planned to instill in the audience a habit of reading non-fiction and fiction literature, to teach them analyze the material they have read. The study program includes approaches to teaching students, developing their skills of working with sources and literature in the Mongolian and Oirat languages, all these determine the value and significance of the manuscript by T.A. Burdukova.

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Dokovova, Maria. „Achieving Native-like Pronunciation through Phonetic Analysis and Poetry“. Lifespans and Styles 2, Nr. 1 (21.03.2016): 63–78. http://dx.doi.org/10.2218/ls.v2i1.2016.1431.

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The problem of identifying phonetic phenomena related to language transfer and correction in second language (L2) production can be approached by conducting broad analyses of the same L2 speaker. This approach is applied in the present study, which investigates errors of pronunciation segmentally (grammatical mistakes, voicing of consonants, and vowel distinctions) and suprasegmentally (intonation and time-gaining techniques) in order to establish the possibility of their being corrected in two recordings of readings by a non-native French speaker. The errors from the first recording were identified, analyzed, and corrected through pronunciation exercises with the aim of raising awareness of the problems to help overcome them on the second reading attempt. The correction methods involved exercises such as reading poetry aloud, pronouncing consonantal segments in various vocalic environments, and reading the target text, syllable by syllable. In addition, the analysis investigates the possibility of phonetic transfer from the two primary languages of the speaker: Bulgarian and English. The researcher is the speaker, the methodological implications of which are discussed, reaching the overall conclusion that it helps to raise awareness of the phonetic background of the errors. Despite the risk of compromising the data through this methodological choice, the results show that a high level of attention and monitoring of the speech alone may be insufficient for internalizing corrections. While grammatical mistakes were corrected most effectively, other segmental and suprasegmental features showed different levels of success. One of the features (the /ɛ/ and /e/ distinction) even exhibited deterioration in the second recording. These examples suggest the presence of “equivalence classification” phenomena and raise the question of the appropriateness of the phonetic exercises for overcoming the errors. Another area of interest was determining the source of errors such as “uptalk”, the reassigning of grammatical gender, word-final devoicing, and elimination of syllable-initial lenis stop prevoicing. Due to the limited amount of data available, it was difficult to draw firm conclusions, but the tendencies observed suggested that the errors might be due to transfer from the speaker’s primary languages, whose influence appeared to be equal. Further research should therefore control for the influence of the two primary languages and extend the scope to include a second post-training recording. Overall, the second recording demonstrated that raised awareness and training helped to achieve acceptable production in the suprasegmental features as well as most of the instances of unfamiliar phones, such as /ʁ/, front-rounded vowels, and nasal vowels.

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Ramdhani, Muhammad Tri, Lastaria Lastaria und Ariyadi Ariyadi. „Pembelajaran Ekonomi dalam Islam pada Materi Mudharabah di Pondok Pesantren“. Anterior Jurnal 19, Nr. 1 (22.12.2019): 32–40. http://dx.doi.org/10.33084/anterior.v19i1.1167.

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This process begins with preliminary activities that provide stimulus in advance for students to be proactive in learning that will be implemented and present some problems in life-related to learning material. Then proceed with the core activities beginning with observing such as asking students to read a reference book about mudaraba and also given the opportunity to observe some questions about what happened related to the material discussed and observe the slides that are displayed. Then the questioning process is carried out with the process of students to answer the pre-test given in the form of questions, then provide the opportunity for students to ask questions related to observations made previously about mudaraba and accommodate questions from them and give opportunity to each student or point randomly to answer a question from his friend. After observing and asking questions, it is continued by exploring some of the results carried out previously such as searching for answers to pre-test questions by reading some of the references contained in the teaching book or other book references, then in this activity collecting information from questions and answers conducted and completing it by reading the textbooks and other reference books related to syirkah material and a discussion on the problems obtained. At the core, activity ended with communicating inviting students to make a report on the results of discussions that have been done by presenting in front of the class and given a response from other groups and ending affirmation of the learning outcomes.

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Mzoughi, Imen. „The Value of Intertextuality in Selvon’s The Lonely Londoners and Naipaul’s The Mimic Men“. Arab World English Journal For Translation and Literary Studies 5, Nr. 2 (15.05.2021): 39–48. http://dx.doi.org/10.24093/awejtls/vol5no2.3.

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Studies on comparative literature have been fragmentary concentrating on one or two aspects of the thematic concerns of novels without emphasizing the concepts of divergent and convergent intertextuality. This paper aims to revisit Selvon’s The Lonely Londoners re-reading it in dialogue with Naipaul’s novel The Mimic Men. The selected novels are controversial. Criticism deployed on all fronts conveys the pluralities and oppositions that are in fact the novels’ hallmarks. Yet, the aspects criticized attest to, and confirm, the authors’ taking of the less trodden track. The comparative analysis within the scope of this paper will show that Naipaul’s and Selvon’s fictional representations of creolized Trinidadian and English societies highlight specific cultural and linguistic aspects and that intertextuality is either convergent or divergent. For instance, the structure of Naipaul’s text takes as much from Caribbean orature and the wake of Caribbean plantation culture. However, Selvon’s novel takes the form of flashbacks. Naipaul innovates and transforms Selvon’s structure to generate a Caribbean context, par excellence. Traces of Selvon’s style are present in Naipaul’s corrosive voice of representing Caribbean identity. Naipaul brings to an apotheosis the creative force already illustrated in the remarkable works of Selvon. This paper aims to track these traces and foreground the idea that texts can speak to each other. More significantly, this paper assesses the main characters’ fates to re-question the status of creoles, a status deliberately put between parentheses, denying them the right to voice their hybrid identities. Above all, the close textual reading of Galahad’s and Singh’s stories is meant to value the trope of intertextuality.

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Shevtsov, S. V. „Phenomenon of reading: temporal and praxeological asects“. Studies in history and philosophy of science and technology, Nr. 26-27 (28.07.2018): 16–23. http://dx.doi.org/10.15421/261804.

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The creative character of reading is revealed through the elucidation of its temporal constitutions and consideration of some practical aspects of this phenomenon. Reading isn’t intellectual, aesthetical procedure, but co-being between a text and a reader. Reading is one of the ways of becoming and forming in human being specific metaphysical organs. Thanks to them there are some actual conditions of freedom, love, faith, virtue, responsibility etc. Impression as point-wise part of time, orienting on presence and changing with every new phase of reading text is shown. Impression isn’t feeling, but invasion, that includes intensity, completeness of action. That’s why reading text should impress and invade in limits of being of a reader, catch them, hold them by its energy his attention. Retention as primary memory of read text and holding some information during its distancing from the point of impression is researched. Possibilities of using of some technics of reading – reading out loud of dialogues of Plato, reflexive reading, close reading etc.

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Hudson, Thom. „Theoretical Perspectives on Reading“. Annual Review of Applied Linguistics 18 (März 1998): 43–60. http://dx.doi.org/10.1017/s0267190500003470.

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Reading text is a relatively recent human activity, only having been around for about 5,000 years. Through text, writers are able to communicate with others at great distances. Readers are able to perceive arbitrarily determined shapes presented against some background and then form them into meaning. As the reader becomes more proficient at reading and uses reading in more and different ways, this process of interpreting letters and words becomes increasingly automatic.

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Marpaung, Marlin Steffi. „Reading English Text on Screen vs Reading English Text on Printed-Book: A Phenomenological Study“. Abstract Proceedings International Scholars Conference 7, Nr. 1 (18.12.2019): 1616–39. http://dx.doi.org/10.35974/isc.v7i1.2003.

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There are many people use smartphones, tablets and computers to read English text. The use of gadget is popular on students live not only for socializing but also to help them to improve their English skills especially reading. This study sought the preference of the students on reading English text which is reading on screen or reading on printed book. The respondents of this study were 1% from total students enrolled for the short semester at Universitas Advent Indonesia, academic year 2018/2019. Each respondent was the representative from 5 majors; 1 from Accounting, 1 from Management, 1 from System Information, 1 from Mathematic Education, and 1 from Technique Information. The respondents were chosen randomly using the ballot system. This study was a qualitative research. The semi-structured interviews were utilized with open-ended questions and consisted of 10 questions and some followed-up questions to simplify and to make it easy for the students to understand the questions. The interviews were recorded, transcribed, and analysed in order to find out the answer of the research questions. The result of the study showed that the students prefer reading on screen instead of paper because it is easy to access and easy to carry everywhere. Three of the respondents were chosen handphone as the easier tool to use when reading English text. Based on the result, it is recommended for the English teachers to combine the teaching English reading with interesting reading topic by using screens not only papers or textbooks.

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Wijaya, M. Sayid. „READING SPEED LEVEL AND COMPREHENSION IN SECOND LANGUAGE READING“. Pedagogy : Journal of English Language Teaching 6, Nr. 1 (04.06.2018): 77. http://dx.doi.org/10.32332/pedagogy.v6i1.1087.

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Fluent readers are characterized by their ability in comprehending reading text flawlessly. They need no such a significant delay to process either word recognition or world knowledge while putting some efforts to get the gist of the text. Thus, their reading speed would increase by the time their word recognition skill improved. This also implicates their reading comprehension as well since they are skillful enough to relate what they know about the text with the text itself. However, that condition happened differently to students who joined Reading for General Purposes class. Some students who read in normal speed varied in their reading comprehension score. Students’ reading speed level must have yielded the approximate score to their speed level, moderate score. This occurrence leaded the writer to investigate if there is any correlation between students’ reading speed level and their reading comprehension. Thus, correlational research design was deployed in this research. Sample of this research were students who joined writer’s Reading for General Purposes class, 74 students. The data were collected by using tests, reading speed test and reading comprehension. After collecting the data, the writer analyzed them by using Spearman’s Rank Order Correlation to test the hypothesis. Since the result of Spearman’s rho value Sig. = .608 > α = .05, alternative hypothesis was not accepted which meant that there was no correlation between students’ reading speed level and their reading comprehension.

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Dahliana, Syarifah. „Partnership Activity in EFL Reading Classroom“. Englisia Journal 3, Nr. 2 (20.03.2017): 83. http://dx.doi.org/10.22373/ej.v3i2.1022.

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This paper analyzes the advantages of partnership activity in EFL reading classroom. Understanding a reading text may provide a challenge for some students as it involves a particular context and previous knowledge. For English as a foreign language (EFL) learners, the challenge becomes more complex as they need to understand the words and the written symbols of the foreign language and take the meaning of the sentence by making sense them with its context which may be unfamiliar to them. For this reason, choosing an activity that provides a wider opportunity for EFL students to share their thought and understanding of what they read as well as to listen others comprehension of the similar text is necessary in order to help the students have an accurate meaning of the text and learn how to be an effective reader. In this light, partnership activity is considered to be one of alternative ways to create an enjoyable and meaningful experience for EFL students to develop their reading skill of another language. The benefits of partnership activity include individual concerns and social life.

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Susanti, Nila. „The Use of Taking Notes on Report Text“. JETLe (Journal of English Language Teaching and Learning) 2, Nr. 1 (17.11.2020): 37–42. http://dx.doi.org/10.18860/jetle.v2i1.10331.

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Some problems of reading and writing incompetency are suffered by students commonly. It can become more difficult for them to understand what they are reading and writing. Additionally, it can become difficult to gain a deeper accepting of the text, something that requires assimilating competency, experience, and knowledge. This paper attempts to describe the use of taking notes on report text. Taking notes could help secondary level students to simplify the process of reading and writing report text. Students or learner who has decent skill of reading and writing and theory of taking notes will find less difficulties to write down report text as teacher requires. Therefore, teacher should equipped students by academic writing skill particularly about taking notes. Reading a lot and keep on writing are the best way to achieve those abilities. Keywords: reading, writing, taking notes, report text.

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Bădulescu, Dana, und Dan Cristea. „Reading Books Differently“. Knygotyra 70 (05.07.2018): 41–56. http://dx.doi.org/10.15388/knygotyra.2018.70.11807.

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[full article, abstract in English; abstract in Lithuanian] Starting from the premise that the book is a world in itself, which sometimes invades reality, that the “reality” of the city is “literaturized” in the sense given to it by Bertrand Westphal, and so the city is a book, we present a technology intended to complement electronic reading with contextual information. Automatic language processes working on the original text adorn it with electronic artefacts that highlight mentions of entities and relations between them, thus revealing semantic links within the text and outside it, towards web pages and maps, or helping readers initiate and access communities of people preoccupied with sharing readings. The first instantiation of the “Mapping Books” system allows the reader using a tablet or another mobile device to navigate outside the book, pertaining to the geographical entities that the book contains. “Mapping Books” pushes the interactivity with the book content well beyond the usual hypertext links: a mapped book can contextualise instantaneous positions of the user while reading, as well as her/his personality and cultural preferences. Although rooted in a given, constant text, once associated with a specific reader, the book is personalised to enhance reading satisfaction and maximise guiding. The actual effects of such a technology remain to be studied.

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Aidinis, Athanasios, und Evaggelia Daoula. „Η σχέση ακουστικής και αναγνωστικής κατανόησης σε διάφορα κειμενικά είδη σε μαθητές δημοτικού σχολείου“. Preschool and Primary Education 4, Nr. 1 (30.05.2016): 101. http://dx.doi.org/10.12681/ppej.239.

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The relationship between oral and reading comprehension has been studied by a number of studies and it has been found, especially in adult research, that there are significant and high correlations between the two types of comprehension. The aim of the present study was to examine oral and reading comprehension skills in relation to text type, either narrative or not. 136 children participated in the study from third and sixth grade of primary school. For different authentic texts were used to measure comprehension, three narrative and three non narrative. On of the narrative and on of the expository texts was given to both third and sixth grade children whereas on narrative and on expository text was given only to third graders and one narrative and one expository text was given only to sixth graders. All the children were examined in two narrative and two expository texts either in oral or reading comprehension. Children had to answer into 8 questions, 2 of them required information that could be found in a part of the text, three of them required bridging inferences and three of them required elaboration inferences. Results showed that differences between oral and reading comprehension are not constant and they depend on text type and question type. Keywords: reading comprehension, oral comprehension, narrative, expository text, inferences.

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Darmayanti, Vavia, Syahrial Syahrial und Wisma Yunita. „Analysis of Supplementary Reading Material Based on Students’ Preference“. Jadila: Journal of Development and Innovation in Language and Literature Education 1, Nr. 3 (28.02.2021): 271–83. http://dx.doi.org/10.52690/jadila.v1i3.50.

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The aims of this study were to find out the types of text of supplementary reading material chosen by students based on their preference and to investigate the students’ reasons in choosing the types of text of supplementary reading material at grade VIII of SMPN 1 Kepahiang. This research was categorized as descriptive quantitative and qualitative research. The subjects were the students of grade VIII who are chosen by using semi random sampling. The data was collected by using text types list and open ended questions. The researcher asked the students to choose types of text which were prefered by them, from total 50 texts the students must choose twenty texts. Then, to know the reason why they chose those texts, the researcher did an open ended questions to 20 students randomly. There were two findings of this research; (1) the type of text for supplementary reading material chosen by mostly students based on their preference at grade VIII of SMPN 1 Kepahiang was narrative text; (2) there were three students’ reasons in choosing the types of text for supplementary reading material at grade VIII of SMPN 1 Kepahiang, they were; the narrative text contains some stories which can entertain them, the narrative text is interesting to read, and the narrative text is easy to understand. Due to the limited sample taken in this research and the situation on Covid-19, it was suggested for further researcher to conduct similar research in more numbers of sample by conducting research in the classroom directly.

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Willoughby, Jay. „Reading the Qur’an Contextually“. American Journal of Islam and Society 30, Nr. 3 (01.07.2013): 153–56. http://dx.doi.org/10.35632/ajis.v30i3.1112.

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On June 6, 2013, at the IIIT headquarters in Herndon, VA, Abdulla Saeed (Sultan of Oman Professor of Arab and Islamic Studies, University of Melbourne, Australia), spoke to the audience about how a “contextualist” reading of the Qur’an is becoming popular among those Muslims who are often referred to as “progressives,” “ijtihadis,” or “contextualists.” Saeed began his presentation by defining context, which he said goes hand in hand with text, in two ways: (1) the linguistic context of the text in which the verse actually functions and (2) the macro-context of the text, which encompasses the social, politicial, economic, intellectual, and cultural milieux in which a particular text functions. But despite the importance of this latter approach, many Qur’anic scholars do not use it because they have traditionally been far more interested in a word for word analysis, examining particular phrases, and maybe providing some explanations in light of hadith or juristic understandings. Thus it has never really been part of the tafs¥r tradition. The science of asbOEb al-nuz´l (the occasions of the revelation) is of some help, but only gives a rather limited and insufficient understanding of the context. He then moved to what he terms the textualist and contextualist approaches. People who follow the first one are very focused on the text’s linguistic meaning and see it as the basis – and maybe the only way – to understanding the text. Those who follow the second one are more interested in keeping an eye on the linguistic meaning as well as the macro-context in which the text functions. A grey area, which can be thought of as a continuum, exists between them ...

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Akhmadaliyeva Gulmira, Gulmira. „Teaching reading strategies in ELT“. Общество и инновации 2, Nr. 5/S (23.06.2021): 166–70. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp166-170.

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The term “strategy” can be applied to the behavior of a learner in a foreign language environment, which directly affects his learning – what the student does to control or transform the information received in a foreign language and regulate his learning. Strategies for learning a foreign language are special actions or techniques that are always problem-oriented, that is, students use them when the need arises, for example, to read and understand a foreign language text. Reading includes the skills and abilities associated with the possession of linguistic material (reading comprehension, guessing), as well as the ability to understand (extract) the information contained in the text for meaningful reading. This article discusses reading strategies in teaching English.

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Weisberg, Renee. „1980s: A Change in Focus of Reading Comprehension Research: A Review of Reading/Learning Disabilities Research Based on an Interactive Model of Reading“. Learning Disability Quarterly 11, Nr. 2 (Mai 1988): 149–59. http://dx.doi.org/10.2307/1510993.

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This article contains a review of reading comprehension research since 1980, based on an interactive model of reading, with a focus on reading disabilities / learning disabilities. The interactive model conceptualizes influences on reading comprehension as multifaceted, that is, reader-based, text-based, and situationally based, for example, variables in a given task. The review includes studies which have investigated the influence of readers' prior knowledge of a topic, the influences of text structure and task demands, and metacognitive strategies. Conclusions explain reasons for reading disabled students' need for explicit instruction in understanding what the task is, how to use appropriate procedures, and why the use of metacognitive strategies can help them become more able readers.

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Aslamiah, Suaibatul. „READING GENRE IN TEACHING AND LEARNING ENGLISH“. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 15, Nr. 1 (03.02.2021): 39. http://dx.doi.org/10.35931/aq.v15i1.462.

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Genre is a type or a kind of reading text commonly found in writing. Reading text is one of the four skills that students must master in English. The various types of the text that students learn can help them to improve their skill. Such as narrative, recount, descriptive text and so on. A part from that, the teacher must be able to choose and analyze the right text so that can help the students develop reading and writing skills. The stages in analyzing text are as follows: register analysis, grammatical rhetorical analysis, interactional analysis and genre analysis. The approach used to teach the genre is an approach emphasizing understanding the text production such as grammar, objectives and language features. The characteristic in the genre based approach are language learning as social activity, explicit teaching and apprenticeship teaching. The pedagogical approaches to teach genre are multiple pedagogical approaches to genre, implicit genre pedagogies, explicit genre pedagogies, and interactive genre pedagogies. Besides that, we can use implicit and explicit method approaches in developing genres. Moreover, the benefits from reading genre analysis are the students can understand the content of the text as a whole, both in term of grammar, factions and so on.

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Aigul, Umetalieva. „READING FOR ACADEMIC PURPOSE“. Vestnik Bishkek Humanities University, Nr. 49 (29.11.2019): 83–85. http://dx.doi.org/10.35254/bhu.2019.49.27.

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Abstract: The central concepts underlying academic reding and their implications for instruction are outlined as well as the development of reading curricula including the analyses and choosing material and text. Reading teachers need to design content based courses by building coherent and effective reading curricula. So teachers need to set ex- pectations for their students and assist them in achieving them by means of principled and purposeful reading instruction. In academic settings reading instruction is consid- ered to be the important means for learning information and access to explanations. It is also used to carry out language-learning tasks usually with writing activities, though listening and speaking activities may be linked to reading as well. Key words: multiple purpose, to synthesize, integrated skills, bilingual.

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Nurhamsih, Yeli. „The Analysis of the Readability Levels of The Reading Texts in Textbook Entitled “Fast Tract to English” for the Third Year Students of SMA Based on Raygor Readability Estimate“. INTERNATIONAL JOURNAL OF LANGUAGE TEACHING AND EDUCATION 1, Nr. 1 (21.02.2018): 50–57. http://dx.doi.org/10.22437/ijolte.v1i1.4598.

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The objectives of this research are to know the readability levels of the reading texts in the textbook and want to know whether or not the reading texts are suitable linguistically for the third year students of SMA. The method used in writing this research was the descriptive method. There were the 38 reading texts analyzed which were taken from an English textbook entitled “Fast Tract to English”. The data were collected through the documentation technique. Those reading texts were analyzed by using Raygor Readability Estimate. There are five findings in this research. First, on the whole, the readability of the textbook is 11. It means the textbook is not suitable lingustically for the third year students of SMA because in general, the students have been studying English for nine years. Second, the writer found four reading texts that their readability levels are under Level 9. Based on Raygor Readability Estimate (RRE), those reading texts are not suitable linguistically for the third year students of SMA because they are predicted as too easy texts for them. Conversely, those reading texts can be linguistically suitable for those who have been studying English since first year of Junior High School or for less than 9 years. Third, there are seven reading texts that are considered as readable texts. The readability level of those reading texts is 9. Based on RRE, those texts are suitable linguistically for the third year students of SMA because level 9 is predicted as suitable readability level for them. However, those texts cannot be suitable linguistically for them if they have been studying English for under or over nine years. Fourth, most of the readability levels of the reading texts in the textbook are over Level 9 namely twenty-six reading texts. Based on (RRE), those reading texts are not linguistically suitable for the students who have been studying English since they were in fourth grade of Elementary school. Those reading texts can be suitable linguistically for those who have been studying English formally for over nine years. Fifth, among 38 reading texts, there is only one reading text that its readability level is in Invalid Level. This text is considered as not readable text. It means, this text cannot be read and learnt. It is predicted, the students might have difficulties in understanding this reading text. The reading text entitled “Non-Aligned Movement”. Keywords: Readability Levels, Reading Texts, Textbook.

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Romanicheva, E. S. „“A picture book” and its educational potential“. Literature at School, Nr. 1, 2020 (2020): 96–107. http://dx.doi.org/10.31862/0130-3414-2020-1-96-107.

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The author has aimed at unleashing the educational potential of contemporary children’s and adolescent books and the possibilities of working with them in the class setting. The books (the ones mentioned in the research body are included in the first part of the bibliography) are inherently texts of a new nature, they suggest markedly different practices of working with them which allow to synthesize their verbal and visual components while reading them. For this very reason work with them should be included in the educational process – because while working like that a student will master close reading techniques, ways of checking one’s own understanding and will also fulfill creative tasks. Describing and analyzing the selected books, the author demonstrates which reading practices (reading with pauses, synthesizing a continuous and discontinuous text while reading, creative tasks based on the texts and others) are offered by the designer on the pages of the books and claims that mastering publishers’ strategies, if it becomes a professional goal, will considerably enlarge teachers’ methodological instrumentarium, will allow teachers to master new techniques of working with a multicode text and to include the former into the learning process. In the course of the research the author introduces and explains concepts that are new for the national methodology of teaching literature: text of a new nature, architecture of a book – and justifies the need for using them in the professional discourse. Generally, the article demonstrates the need for engaging ‘picture books’ at the lessons of literature as long as dealing with them will broaden the reading circle of a contemporary student and will prepare them for further independent reading of various texts and books.

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Bamford, Julian, und Richard R. Day. „Teaching Reading“. Annual Review of Applied Linguistics 18 (März 1998): 124–41. http://dx.doi.org/10.1017/s0267190500003512.

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Look through the window of any second or foreign language (L2) reading classroom and, invariably, you will see the teacher and students seated with books open in front of them. This superficial similarity masks vast differences in teaching methodology, however. As the 20th century draws to a close, there are, around the world, at least four distinctive approaches to the teaching of L2 reading: grammar-translation, comprehension questions, skills and strategies, and extensive reading. After brief descriptions of these four approaches to teaching reading and their status in the reading classroom, important issues in L2 reading instruction are addressed, leading to more general concerns involving the relationship among theory, research, and teaching practice.

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Al Aziz, Edwin Nuvianto, und Gita Yusanti. „INCREASING STUDENTS’ READING COMPREHENSION SKILL BY USING WRITTEN TEXT BOOK“. English Education : Journal of English Teaching and Research 5, Nr. 2 (29.10.2020): 179–86. http://dx.doi.org/10.29407/jetar.v5i2.14500.

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Abstract: The purpose of this article is deeply to investigate of some issues about increasing students’ reading comprehension skill by using written text. According to article that I use to support my article states that one of important point in increasing students’ reading comprehension skill is by giving them written text which can attract their interest, such as: comic, novel, short story, storytelling, etc. Some other issues about students’ reading skill are also interesting to be discussed, for example teaching reading methods, the benefits, and the problems which about students’ are reading skill by using written text. The high percentage of success in increasing students’ reading skill is really important to make sure that they have input in mastering or improving their English. However, increasing students’ reading comprehension skill is not easy and it needs to be discussed to figure the best way out.

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Watson, Ian. „‘Reading’ the Actor: Performance, Presence, and the Synesthetic“. New Theatre Quarterly 11, Nr. 42 (Mai 1995): 135–46. http://dx.doi.org/10.1017/s0266464x00001159.

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Despite the recognized value of semiotics in opening-out our perceptions of what constitutes the text of a performance, its literary associations have meant that most theatre semioticians concerned with reception cling to analogies between the literary reading act and the spectator's reception of a theatrical performance. For them, there is a conceptual as well as a metaphorical relationship between a literary text and what they term the performance text — and so, by implication, a similar relationship between how both are ‘read’. Taking these semioticians at their word, in the following article Ian Watson isolates the actor in the performance text, examines how s/he is read, and questions the attempts of scholars to ignore quality as an important component of this reading.

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Waniek, Jacqueline, Angela Brunstein, Anja Naumann und Josef F. Krems. „Interaction between text structure representation and situation model in hypertext reading“. Swiss Journal of Psychology 62, Nr. 2 (Juni 2003): 103–11. http://dx.doi.org/10.1024//1421-0185.62.2.103.

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Hypertext research results suggest that building a correct representation of the hypertext structure enables users to navigate effectively within the text. Therefore, text comprehension processes involved in hypertext reading should be investigated. In an experimental study, we differentiated the text structure from the dimensions of a postulated coherent situation model in order to compare them. Three electronic text versions, varying in navigational facility, and text structure visualization were compared with respect to orientation, navigation, eye movements, mental representation of text structure and content (situation model). Results demonstrate that when text structure visualization was unavailable, a reorganization of readers’ representations of the text structure towards their situation model took place. Navigation within the text particularly affected mental representation of text structure and content.

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Satriani, Estika. „Reading Comprehension Difficulties Encountered by English Students of Islamic University of Riau“. J-SHMIC : Journal of English for Academic 5, Nr. 2 (26.08.2018): 15–26. http://dx.doi.org/10.25299/jshmic.2018.vol5(2).1885.

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The aim of this research is to find out the difficulties of reading comprehension faced by the first semester of students in FKIP UIR Pekanbaru. Kualitative research design in case study used in this research by using the instruments were questionnaire and interview guide. Based on the results of analyzing data from the questionnaire and interview, the reseacher found most of students’ difficulties in reading comprehension because they have no motivation in reading habit, they read a little or nothing. It is considered to be a problem for the students to comprehend a reading text. Another students’ difficulties in reading comprehension was the low reading skill. The students complained about the fact that they found, they need to study hard to remember the information they just read. They also need much time to read the text to overcome their problem. Too difficult reading material is also one of students problem in understanding the reading text. The material of reading is unfamiliar for them and grammatical complexity is also a reason why the students failed to comprehend the text correctly. The sentences in reading text too long or having complicated sentences. Related with these problem, new words and long texts are seen by the students as a major obstacle to comprehend a reading text.

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Hung, Yueh-Nu, Hui-Yu Kuo und Shih-Chieh Liao. „Seeing What They See: Elementary EFL Students Reading Science Texts“. RELC Journal 51, Nr. 3 (15.07.2019): 397–411. http://dx.doi.org/10.1177/0033688219854475.

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Science texts use various text features and multiple representations to communicate meaning to their readers. English science texts are challenging for elementary-level English as a foreign language (EFL) learners in Taiwan because they are familiar with reading language-controlled texts from textbooks. Teaching students to make use of various text features and visual representations will help them achieve a more successful science text reading experience. In this study, 27 Grade 6 Taiwanese students were instructed in science text reading strategies that included understanding text features, creating imagery, and using visual representations. Before and after the instruction, they took an English reading and writing test. Their eye movements during science text reading were recorded before and after the instruction to more fully understand their visual attention while reading English science texts. Eye movement performances such as number of fixations, mean fixation duration, and saccade size were examined. The findings showed that although the participants’ English reading and writing performance improved in the post-test, they focussed more on the written language than the visuals in both tests. More visual representation reading strategies should therefore be taught to help young EFL students read and learn from science texts.

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Papadopoulos, Isaak. „“The Translanguaging Reader”: Investigating Primary Education Students’ Reading Strategies“. Open Journal for Educational Research 5, Nr. 2 (23.08.2021): 131–40. http://dx.doi.org/10.32591/coas.ojer.0502.02131p.

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Translanguaging has been placed at the center of the research and teaching activity over the last decade, while teachers seem to promote the use of all the linguistic resources of their students in classrooms with linguistic and cultural diversity. Among the best practices for promoting translanguaging and the flexible use of the students’ resources, reading multilingual texts is proposed as an important activity for students who are daily bombarded with a great variety of diverse stimuli. To clarify it more, students tend to come into contact with “texts” in every mode, that are not only offered in their L1 but they usually include and are written in various linguistic codes known or not to them. However, limited research has focused on such issues of reading a text with multilingual wealth, thus this was a major factor and reason behind this research initiative. This paper presents a study that aimed at investigating young learners’ reading strategies when approaching a multilingual text. More specifically, 27 primary education students of Greek origin were provided with two different types of multilingual texts and they were asked to complete a specifically designed record protocol reflecting on their reading behavior. At first, the students came across a text, which was given both in another language and in Greek while at a second phase, the students were encouraged to read a text in which different languages were used. Within this context, an attempt was made to identify the strategies of students prior to reading, while-reading and upon reading with the purpose to shed light into the multidimensional framework of reading a multilingual text. Following the processing of the data derived from the multidimensional research, it was revealed that students employed a great variety of reading strategies before they begin to read the text. Nevertheless, they did not seem to use while-and post-reading strategies to a great extent, when a multilingual text is given to them inciting more interest in raising students’ reading strategies through implementing educational activities.

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MacLeod, Brock. „So Exact His Text: Reading into the Margins of Sejanus“. Ben Jonson Journal 28, Nr. 1 (Mai 2021): 1–36. http://dx.doi.org/10.3366/bjj.2021.0298.

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Since its 1605 quarto publication, Ben Jonson's Sejanus has inspired much critical commentary. Although criticism credits Jonson with a compositorial role in the Quarto's production, critics continue to assess its marginalia as a defense against application, finding in Sejanus, the play, evidence of parallelography, whether it be ideologically instructional, in the mirror of princes tradition, or threateningly Republican. More benignly, they view the Quarto's bountiful margins as a scholarly pretext, a manifestation and awkward defense of Jonson's unorthodox education. Generically, they view the play as a Juvenalian satire, an imperfect tragedy, or a Machiavellian history and, sometimes, all three. As a satire, it suffers charges of application, of pointing too directly to contemporary events. As a tragedy, it fails to supply the necessary tragic error that leads to the hero's fall, not to mention the necessary hero. As a history, it takes too many liberties with the truth of argument. Editors have pared down the marginalia, setting them as footnotes or endnotes; others have relegated them to appendices; still others have abandoned then entirely. Neither critics nor editors have weighed Jonson's marginalia beside the dramatic text they inform. Reading the Quarto Sejanus as a composite of margins and center, within its bibliographical, theoretical, and literary contexts, shows it to be a learned study in emergent theories of historiography. In its innovations, the composite redresses the inefficacies of contemporary historians and editors.

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Flower, Richard. „TAMQVAM FIGMENTVM HOMINIS: AMMIANUS, CONSTANTIUS II AND THE PORTRAYAL OF IMPERIAL RITUAL“. Classical Quarterly 65, Nr. 2 (02.09.2015): 822–35. http://dx.doi.org/10.1017/s000983881500035x.

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Constantius, as though the Temple of Janus had been closed and all enemies had been laid low, was longing to visit Rome and, following the death of Magnentius, to hold a triumph, without a victory title and after shedding Roman blood. For he did not himself defeat any belligerent nation or learn that any had been defeated through the courage of his commanders, nor did he add anything to the empire, and in dangerous circumstances he was never seen to lead from the front, nor even to be among the front ranks. But he wanted to display an exaggeratedly long procession, standards stiff with gold and the beauty of his attendants, to a population who were living more peacefully, neither anticipating nor wishing to see this or anything like it. For perhaps he was unaware that some earlier emperors had been content with lictors in peacetime, but when the heat of battle could not allow inactivity, one of them had entrusted himself to a small fishing boat, blasted by raging gales, another had followed the example of the Decii and offered up his life in a vow for the state, and another had himself explored the enemy camp alongside the regular soldiers; that, in short, various of them had won renown for magnificent deeds, and so committed their glories to the distinguished memory of posterity. …When he was approaching the city, observing with a serene expression the respectful attendance of the Senate, and the venerable likenesses of the patrician families, he thought, not like Cineas, the legate of Pyrrhus, that a multitude of kings had been assembled together, but rather that this was the refuge of the whole world [cumque urbi propinquaret, senatus officia, reuerendasque patriciae stirpis effigies, ore sereno contemplans, non ut Cineas ille Pyrrhi legatus, in unum coactam multitudinem regum, sed asylum mundi totius adesse existimabat]. Next, when he turned his gaze to the general populace, he was astonished at the speed with which every type of men from everywhere had flowed into Rome. As though he were trying to terrify the Euphrates or the Rhine with the sight of arms, with the standards in front of him on each side, he sat alone in a golden chariot, glittering with the shimmer of many different precious stones, whose flashes seemed to produce a flickering light. After many others had preceded him, he was surrounded by dragons, woven from purple cloth and affixed to the golden, bejewelled tips of spears, open to the wind with their broad mouths and so hissing as though roused with anger, trailing the coils of their tails in the wind [eumque post antegressos multiplices alios, purpureis subtegminibus texti, circumdedere dracones, hastarum aureis gemmatisque summitatibus illigati, hiatu uasto perflabiles, et ideo uelut ira perciti sibilantes, caudarumque uolumina relinquentes in uentum]. Then there came a twin column of armed men, with shields and plumed helmets, shining with glittering light, clothed in gleaming cuirasses, with armoured horsemen, whom they call clibanarii, arranged among them, masked and protected by breastplates, encircled with iron bands, so that you might have thought them to be statues finished by the hand of Praxiteles, not men [sparsique catafracti equites, quos clibanarios dictitant, personati thoracum muniti tegminibus, et limbis ferreis cincti, ut Praxitelis manu polita crederes simulacra, non uiros]. Slender rings of metal plates, fitted to the curves of the body, clothed them, spread across all their limbs, so that, in whatever direction necessity moved their joints, their clothing moved likewise, since the joins had been made to fit so well.When he was hailed as Augustus with favourable cries, [Constantius] did not shudder at the din that thundered from hills and shores, but showed himself unmoved, as he appeared in his provinces. For, when passing through high gates, he stooped his short body, and, keeping his gaze straight, as though his neck were fixed, he turned his head neither right nor left, as though an image of a man, and he was never seen to nod when the wheel shook, or to spit or wipe or rub his face or nose, or to move his hand [nam et corpus perhumile curuabat portas ingrediens celsas, et uelut collo munito, rectam aciem luminum tendens, nec dextra uultum nec laeua flectebat, tamquam figmentum hominis, nec, cum rota concuteret, nutans, nec spuens, aut os aut nasum tergens uel fricans, manumue agitans uisus est umquam]. Although this behaviour was an affectation, it, and other aspects of his more private life, were however indications of extraordinary endurance, granted to him alone, as it was given to be supposed. This passage, which describes the aduentus of Constantius II into Rome in 357, is one of the best-known episodes in the Res Gestae of Ammianus Marcellinus. This historical work was completed by the retired military officer in around 390, with the surviving books covering the period from 353 to the aftermath of the Battle of Adrianople in 378. Unsurprisingly, this passage is also one of the most debated. Throughout his work, Ammianus regularly criticized Constantius as a weak, vicious ruler, influenced by women and, in particular, eunuchs, and so contrasted him with his cousin and successor Julian, the emperor who receives the most favourable treatment within this text. The degree and nature of criticism within this particular passage has, however, been the subject of a variety of wildly differing interpretations. It is clear that, at the outset, Ammianus is inveighing against the notion of holding a triumph for victory in a civil war, but there has been debate over whether Constantius was actually celebrating a triumph or merely the anniversary of his accession. Similarly, the description of the Senate as ‘the refuge of the whole world’ has been read in contrasting ways, being regarded as derogatory by Johannes Straub, as neutral, or even positive, by Pierre Dufraigne, and as respectful by R.C. Blockley. While this passage as a whole is generally read as an attack on Constantius for his pretentions to ill-deserved military glory, it also raises the question of whether Ammianus was also criticizing Constantius for the way in which he performed his aduentus, emphasizing his pompous and autocratic behaviour in order to contrast him with Julian, who preferred to behave more like a ciuilis princeps in public. Of course, such a reading almost inevitably produces a portrait of Ammianus as an impractically nostalgic figure, harking back to a style of rule which was anachronistic in the post-Diocletianic Later Roman Empire. In addition, Ammianus also presented Julian as performing an aduentus into Constantinople in 361, employing some phrases that were similar to those used to describe Constantius’ procession in 357. Furthermore, as John Matthews has illustrated, Ammianus’ presentations of the occasions when Julian eschewed late-antique imperial protocol are not without tinges of criticism, and his judgement on the propriety of different modes of imperial behaviour varied dependent on the context.

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Rahmawati, Eulis. „‘STORY PYRAMID’: AN INOVATION OF ENGLISH TEACHING STRATEGY IN PROMOTING STUDENTS’ READING SKILL“. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 6, Nr. 2 (01.12.2020): 97–103. http://dx.doi.org/10.21009/ijlecr.062.12.

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Some problems are faced by students in reading of English text. The interesting strategy is needed to teach them. Story Pyramid Strategyis one of strategies to teach reading comprehension. This strategy forces students to review and summarize the main points of a story. The research aimed at knowing the effectiveness of using story pyramid strategy in teaching narrative text toward students’ reading comprehension was conducted in SMAN 1 Serang. The research design of this reseacrh was quasi experimental research with quantitative approach. The research finding showed that Story Pyramid Strategy is effective in teaching narrative text toward students’ reading comprehension to Senior High School.

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Markovic, Miodrag. „An example of the influence of the gospel lectionary on the iconography of medieval wall painting“. Zbornik radova Vizantoloskog instituta, Nr. 44 (2007): 353–62. http://dx.doi.org/10.2298/zrvi0744353m.

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The influence of the Gospel lectionary (evangelistarion) on the iconography of medieval wall painting was rather sporadic. One of the rare testimonies that it did exist, nevertheless, is the specific iconographic formula for the scene of Christ in the house of Martha and Mary, preserved in a number of King Milutin's foundations - Gracanica (ca. 1320), Chilandar katholikon (1321) and St. Nicetas near Skopje (ca. 1324). In all three churches, the iconographic formula corresponds for the most part to the description in the Gospel (Lk 10, 38-42). A large number of figures were painted against an architectural background, intimating that the action in the event was taking place indoors (draw. 1, figs. 1, 2). Among the figures, only Christ is marked by a halo. He is sitting on a small wooden bench, and addressing a woman, who is standing in front of him. This is certainly Martha. Her sister Mary is sitting at the feet of Christ. Next to Christ is Peter, and one or two more disciples, while numerous onlookers, men and women, are depicted behind Martha. There is no mention of either them or the apostles in the Gospel of Luke. The appearance of the disciples' figures, however, is easy to explain because they appear usually in greater or lesser numbers with Christ, in the scenes from the cycle of Christ's Public Ministry. In addition to this, this passage from the Gospel intimates that Christ entered the village in the company of his disciples. As for the figures behind Martha, at a first glimpse, one would assume that they are Judeans, the same ones that sometimes, according to the Gospel of John (11:19-31), appear in the house of Martha and Mary in the episodes painted next to the Raising of Lazarus. Still, such an assumption is not plausible because among the mentioned figures in the depictions in Gracanica, Chilandar and St. Nicetas, one can distinguish a woman above the other figures, her right arm raised, addressing Christ. This figure enables an explanation for the unusual iconographic formula and indicates its connection with the evangelistarion. The section of the Gospel that speaks of Christ's visit to Martha and Mary (Lk 10:38-42) is read out during the liturgy of the feasts of the Birth and the Dormition of the Virgin and, in the lectionary, these five verses are accompanied by a reading of two another verses the Gospel of Luke (Lk 11:27-28). The two verses recount the conversation of Christ and a woman during the Saviour's address to the assembled crowd who tempted him, demanding a sign from Heaven. Recognizing the Lord, the woman raised her voice so as to be heard above the crowd and said: 'Blessed is the mother who gave you birth and nursed you'. Two different events and two separated passages from Luke are joined in the lectionary in such a way that from the combination of the readings, it proceeds that the mentioned woman is addressing Christ while he is speaking to Martha. As a result, an iconographic formula emerged that was applied in Gracanica, the Chilandar katholikon and in St. Nicetas near Skopje. Judging by the preserved examples, this formula was characteristic only of the painting in the foundations of King Milutin. None of the other known depictions of Christ's visit to Martha and Mary, Byzantine or Serbian included the figure of a third woman, singled out from the mass of onlookers speaking to Christ. With minor variations, the text of the closing verses of Chapter 10 of the Gospel of Luke was, in the main, almost literally illustrated. The origin of this unique iconographic formula in several of King Milutin's foundations remains unknown. The most logical thing would be that the combined illustration of the two separate passages from Luke's Gospel came from an illuminated lectionary of Byzantine origin. However, the quests for such a manuscript so far have not confirmed this assumption. In the only lectionary, known to us, which depicts Christ in the house of Martha and Mary - the Dionysiou cod. 587 - the iconographic formula is the pictorial expression of the last verses of Chapter 10 of the Gospel of Luke. The two verses of Chapter 11 in Luke's Gospel, which are also included in the text of the lection, read out during the liturgy of the Birth and of the Dormition of the Virgin, had no effect on the iconography of the scene of Christ in the house of Martha and Mary in the famous Dionysiou lectionary, even though in it, the mentioned scene illustrate this very lection. The scene is located in the place where the said lection appears for the first time in the lectionary, within the framework of the readings envisaged for the feast of the Birth of the Virgin (September 8). The second part of the lectionary which refers to the same lection, i.e. to its reading for the feast of the Dormition (August 15), is illuminated with the representation of the death of the Virgin. The Dormition of the Virgin is painted in the corresponding place in several more lectionaries, while beside the pericope that is read during the liturgy of the feast of the Birth of the Theotokos, sometimes there was an appropriate depiction of the Birth of the Virgin, or simply a single figure of the Virgin. Most often, however, that part of the lectionary was left without an illustration, which can be explained by the fact that the vast majority of illuminated Byzantine lectionaries either did not have any figural ornamentation or merely contained the portraits of the evangelists. The absence of narrative illustrations is particularly characteristic of the Byzantine lectionaries that originate from the Palaeologan era. The illumination of Serbian lectionaries from that epoch is also reduced to ornamental headpieces, initials, and, in some cases, the evangelist portraits. Nevertheless, one should not altogether exclude the possibility that in some unknown or unpublished Byzantine or Serbian manuscripts of the evangelistarion, there was an iconographic formula that was applied in the painting of King Milutin's foundations. In any case, it does not seem plausible that this unusual iconographic formula may have arrived from the West. The scene of Christ's visit to Martha and Mary was also presented in the Latin lectionaries based on the five Gospel verses in which it was described (Lk 10:38-42) even though, in the appropriate pericope of the lectionaries of the Roman Church, these five verses are also accompanied by a reading of two another verses the Gospel of Luke (Lk 11:27-28). The influence of the lectionaries is not visible even in the presentations of Christ's visit to Martha and Mary that are preserved in the medieval wall painting of the western European countries.

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Lu, Quan, Qingjun Liu, Jing Chen und Ji Li. „Is there any efficient reading strategy when using text signals for navigation in a long document?“ Library Hi Tech 35, Nr. 4 (20.11.2017): 458–72. http://dx.doi.org/10.1108/lht-11-2016-0143.

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Purpose Since researchers have utilized text signals to develop a mass of within-document visualization analysis tools for reading aid in a long document, there is an increasing need to study the relationship between readers’ behavior of using text signals for navigation and their reading performance in the tools. The purpose of this paper is to combine the text signals using behavior and reading performance in two kinds of analysis tools to verify their relationship and discover whether there is any efficient reading strategy when using text signals to navigate a long document. Design/methodology/approach The methodology is a case study. The authors reviewed related literature first. After explaining the design ideas, interface and functions of THC-DAT and BOOKMARK, which are two reading tools utilizing two main kinds of text signals, one utilizing topics and the other utilizing headings for reading aid, a case study was presented to collect click data on the text signals of participants and their reading effectiveness (score) and efficiency (time). Findings The results confirm that the text signals using behavior for navigation has a significant impact on reading efficiency and no impact on reading effectiveness in both BOOKMARK and THC-DAT. The discrete degree of clicks behavior on text signals has an impact on reading efficiency. The using behavior of different types of text signals has different impacts on reading efficiency. Research limitations/implications Using text signals for navigation time evenly can help improve reading efficiency. And a basic strategy suggested to readers is focusing on reducing their time to find answers when using text signals for navigation in a long document. As to utilizing the two different kinds of text signals, readers can have different strategies. Accordingly, personalized recommendation based on interval of adjacent clicks will help to improve computer-aided reading tools. Originality/value This paper combines the text signals using behavior for navigation and reading performance in two kinds of visual analysis tools, studied the relationship between them and discovers some efficient reading strategies when using text signals for navigation to read a long document.

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Purnawati, Purnawati. „TEACHING REFERENCE WORD WITH “ROBINHOOD” READING ACTIVITY“. ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 2, Nr. 1 (30.05.2017): 9. http://dx.doi.org/10.29407/jetar.v2i1.732.

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Reading plays a very significant role in the teaching and learning of English as a Second or fereign Language ( ESL/ EFL ) in Junior High School. In fact, it is a mojor skill which has been tested for years in the National Final Examination. The questions which had appeared in the test are mostly testing the students’ reading comprehension ability. To succeed the test , the students should master five genres of monologue text and nine short functional texts. Consequently, teachers should provide them with reading comprehension strategies. This paper offers a strategy “ Inferring anaphoric & cataphoric” Reference with the theoretical assumption of “Think Aloud” through an activity called “ Robinhood” to provide students with a reading strategy to deal with one of the short functional text that is Reference Word. The activity of “Robinhood” will ease them when they are dealing with questions related with reference word.The activity leads students to learn in joyful atmoshere since while learning they also feel like playing a game. Considering the effectiveness of the learning activity, English language teachers are recommended to adopt it in their classes.

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Tyas, Novita Kusumaning. „Students’ Attitude Towards Small Group Discussion In Reading Comprehension“. Jurnal Ilmiah Pendidikan Scholastic 3, Nr. 3 (31.12.2019): 8–13. http://dx.doi.org/10.36057/jips.v3i3.377.

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In this globalization era, English becomes an important language that has to be mastered by all people around the world. There are four skills of English language; listening, speaking, reading, writing. All of the skills is important and integrated each other. Almost all activity in the classroom has relationship with reading. As stated in Sukirah Kustaryo (1998) “Reading is a process of making sense of written text through meaningful interpretation in relation to reader’s use of text and experimental/conceptual background for concept of written language, story structure, purpose and content of what is read”. Reading comprehension is a skill in reading. The reader cannot get information without comprehending the text. Desciptive research was applied in this research. The object of this study is 30 students from management informatics department who take English 1 class. Observation and surveys were used as data collection in this study. The result above showed that not all the students have a positive attiude towards discussion activity in reading comprehension. A small number of them, about 2.34%, have a negative attitude towards it. The intelligence affects their comprehension in reading a text. They comprehend the text easier than other.

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Dhieb-Henia, Nebila. „“Explication de Texte” Revisited in an ESP Context“. ITL - International Journal of Applied Linguistics 137-138 (01.01.2002): 233–51. http://dx.doi.org/10.1075/itl.137-138.04dhi.

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Abstract This study investigates current reading instruction in ESP. Specifically, it studies what has changed and what has not in a context where explication de texte used to be a major asset in teaching English as a foreign language. Four-point scale questionnaires were gathered from 13 secondary school inspectors, 65 ESP teachers and 94 students. They were asked about using texts to (a) teach grammar and vocabulary, and (b) practice reading strategies (careful reading, skimming, reading from beginning to end and reading only beginnings and ends). To shed additional light on these areas, we asked them three further questions on (c) reading aloud, (d) text length, and (e) time given to read a one-page text. Results showed that although, on some items, some movement away from the traditional approach has been recorded, the majority of reading instruction is still under the spell of explication de texte. This paper suggests that EFL science students need more in terms of reading strategies, if we want to make of them operational readers of literature in their field of study.

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Lincoln, Timothy Dwight. „Reading and E-reading for Academic Work: Patterns and Preferences in Theological Studies and Religion“. Theological Librarianship 6, Nr. 2 (16.07.2013): 34–52. http://dx.doi.org/10.31046/tl.v6i2.293.

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This article reports on a 2012 survey of library patrons at ATLA-affiliated libraries regarding academic reading habits and preferences. The research questions for the study were: [1] To what extent is academic reading done as e-reading?; [2] What features do participants value in e-books?; [3] What library sources do patrons want made available to them electronically? The method used in the study was an online survey. A total of 2,578 individuals took the survey in the spring of 2012. Key findings were that half of respondents regularly read journal articles on a computer screen and one in five regularly reads or listens to e-books in their academic work. Participants wanted e-books to enable them to perform keyword searches, move around quickly within the text, and annotate the text electronically. Seven out of ten participants stated that they would like libraries to provide reference works, Bible commentaries, circulating titles, and textbooks in electronic format. It appeared that the distinction between library-owned resources and those owned by an individual disappeared in the minds of many respondents. The author concludes that theological library directors should consider spending a significant proportion of their collection budget on electronic resources now, despite ongoing difficulties that academic publishers face in making a transition to digital publishing. The author also interprets findings in light of Fred Davis’ model of technology acceptance.

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Devrioka, Andri. „MAKING STUDENTS COMPREHEND NARRATIVE TEXT WITH RETELLING STRATEGY“. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 9, Nr. 1 (07.12.2015): 1. http://dx.doi.org/10.24036/ld.v9i1.6255.

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This paper reveals an alternative model for teaching reading narrative text using retelling strategy. Retelling is a diagnostic technique teachers use to monitor whether students are aware of text structures and if they are using this knowledge before, during, and after they read.. After reading a variety of texts, students begin to notice different ways information is presented and different patterns authors use when they write. They also recognize that the authors use different patterns to organize information. In every narrative text, there are characters, problems, a potential solution, and a final resolution. Effective readers are aware of the text structures authors use and apply this knowledge to predict what the author will write. They can also use their knowledge of the text structure of narrative to help them remember important details and to make sense of the story as they read. Keywords: retelling, narrative texts, strategy, reading comprehension

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Wahyuni, Delvi. „ACTIVE READING IN TEACHING POETRY IN EFL CLASS“. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, Nr. 1 (01.12.2012): 10. http://dx.doi.org/10.24036/ld.v6i1.2550.

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Poetry at large does not have the liberty of prose in describing experience to its fullest details. Its nature is to compress experience into compact and condensed language thus reading poetry for the uninitiated can be very challenging. For students of EFL, reading poetry in English can be a very demanding task because they have to get through double barriers, namely: the nature of poetry and English, the language it is written in, to enjoy the experience it tries to convey. Teachers of poetry are also riddled with dillemma as to make their students understand the text they are teaching. The practice of authoritatively telling students what it means will turn poetry class into a uninspiring session where students will listen to another dreary sermon each time they attend the class and leave them marvelling whether the teacher’s explanation is within their reach or beyond them. Moreoever, it will do them injustice because this practive will cripple them of the ability in discovering the meaning of the text they are reading on their own. For this reason, this paper proposes active reading as a strategy to help both teachers and students to prevail over challenges posed by poetry in English. Active reading involves a lot of annotating task which will help students to crack open the compact language of poetry and extend it to the extent of students discovering that poetry is just another way to communicate experience through language. Key words: teaching poetry, EFL.

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Kucan, Linda, und Isabel L. Beck. „Four Fourth Graders Thinking Aloud: An Investigation of Genre Effects“. Journal of Literacy Research 28, Nr. 2 (Juni 1996): 259–87. http://dx.doi.org/10.1080/10862969609547921.

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This study investigated 4 developing readers' processing of text by asking them to think aloud as they read 5 narratives and 5 expository texts over the course of a school year. Five general categories of processing were identified: paraphrasing, questioning, elaborating, hypothesizing, and monitoring. The reading of narratives was compared to the reading of expository texts. While reading narratives, students hypothesized a greater percentage of the time, and while reading expository texts, they elaborated a greater percentage of the time. When reading narratives, students made more inferences, predictions, and interpretations, which seemed to be based on a developing synthesis and integration of incoming text information. When reading expository texts, students focused more on personal knowledge and experiences, providing commentary about or creating comparisons in response to details and more local text information. Students were also asked to provide a summary. Student summaries differed by genre, with narrative summaries including a greater percentage of important ideas than the summaries of expository texts which, like the students' on-line processing, focused more on local text information.

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WESTPHAL, MEROLD. „On reading God the author“. Religious Studies 37, Nr. 3 (September 2001): 271–91. http://dx.doi.org/10.1017/s0034412501005662.

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The first part of the essay explore's three features of Wolterstorff's account of God as a performer of speech acts: (1) the claim that God literally speaks, suggesting that this claim needs something like a Thomistic theory of analogy as an alternative to univocity and mere metaphor; (2) the claim that speaking is not reducible to revealing; and (3) the political implications of these claims, especially in relation to Habermasian theory. The second part focuses on the theory of double discourse, which seeks to make sense of the notion that God speaks to us through the human voices of prophets, apostles, and especially of Scripture, and seeks to show that a fuller account of the speech act by which God deputizes or appropriates human speech is needed. The final section suggests that Ricoeur and Derrida are not the threat to his theory that Wolterstorff takes them to be and that their emphasis on the text, rather than the author, makes sense in contexts where we have only the text to consult.

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