Статті в журналах: "Reading as conversation"

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Davies, Katherine. "Heidegger’s Conversational Pedagogy." Research in Phenomenology 52, no. 3 (September 26, 2022): 399–424. http://dx.doi.org/10.1163/15691640-12341507.

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Abstract Between 1944 and 1954, Heidegger wrote five dialogues – or conversations – that stage philosophical discussions. I argue these texts develop a yet unacknowledged Heideggerian pedagogy of conversation. From the characters he conjures to the topics of their discussions, Heidegger underscores the importance of teaching and learning differently in each conversation and shapes his own pedagogical sensibility. Each text uniquely elaborates a particular element of his pedagogy, including the importance of attending to attunement, making mistakes, coming together in community, poetic interpretation, and the dangers of conversational language itself. Only in reading the conversations together does Heidegger’s conversational pedagogy emerge. Above all, the teacher must resist assuming an authoritative role with her students; the Heideggerian teacher must learn to silently gesture toward the locale of the question-worthy by preserving its alterity.

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Maulana, Nanang, and Susi Susanti. "Analisis Implikatur Percakapan Dalam Novel Si Anak Spesial Karya Tere Liye dan Pemanfaatannya Sebagai Bahan Ajar di Sekolah Menengah Atas." GERAM 10, no. 2 (December 28, 2022): 98–110. http://dx.doi.org/10.25299/geram.2022.vol10(2).10715.

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This study analyzes conversational implicatures in Tere Liye's The Special Child novel and its use as teaching material in high school. This study aims to describe common conversational implicatures and their use as teaching materials in high school. The author's reason for conducting this research is to understand the novel not only by reading it as a whole but also to interpret the implicit messages contained in the novel by understanding the conversational implicature, the context of the conversation, and the form of the conversation. This study uses a qualitative descriptive research method. The techniques used in data collection are reading strategies and note-taking techniques. The data source of this research is the data source obtained only based on the novel The Special Child by Tere Liye, which is analyzed using Nadar's theory. Data analysis uses three stages: data reduction, presentation, and conclusion. The study indicates that conversational implicatures in the novel Si Anak Special by Tere Liye found as many as 25 general conversations. 3.9 about analyzing the content and language of the novel. With the learning objectives, students can analyze the content and language of Tere Liye's The Special Child novel, which contains conversational implicatures

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Archer, Kenneth J. "Spirited Conversation about Hermeneutics." PNEUMA 39, no. 1-2 (2017): 179–97. http://dx.doi.org/10.1163/15700747-03901007.

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This article provides a critical assessment of Craig S. Keener’s Spirit Hermeneutics: Reading Scripture in the Light of Pentecost. It raises concerns regarding Keener’s commitment to grammatico-historical exegesis and questions whether pentecostal hermeneutics would not be better served by deconstructing the objective/subjective dichotomy that is prevalent in evangelical hermeneutics. A hermeneutical theory free from this dichotomy would coalesce nicely with postcolonial readings and with Keener’s own anecdotal testimonies of pentecostal and charismatic experiences. Lastly, the practice of principlizing the text is interrogated.

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Hoff, Erika. "Context effects on young children’s language use: The influence of conversational setting and partner." First Language 30, no. 3-4 (August 2010): 461–72. http://dx.doi.org/10.1177/0142723710370525.

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This article reports on two studies investigating the effect of contextual variables on young children’s language use in conversation. In Study 1, 20 children between age 1;5 and 2;2 were recorded in conversation with their mothers in three settings: mealtime, toy play, and book reading. In Study 2, 16 children between age 1;9 and 3;0 were recorded in dyadic toy play interaction with three different conversational partners: a 5-year-old older sibling, an 8-year-old older sibling, and their mother. Both studies found effects of the contextual variable on children’s vocabulary use and discourse cohesion.The children used a richer vocabulary and produced more topic-continuing contributions in book reading than in other contexts, and they used a richer vocabulary and produced more responses to questions in conversation with their mothers than in conversation with their older siblings. Despite mean effects of context, there was cross-context stability in the individual differences among children.

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Rofiah, Khofidotur. "PENGAJARAN MEMBACA DAN MENULIS BAGI PESERTA DIDIK TUNARUNGU." Jurnal Pena Indonesia 2, no. 1 (February 21, 2017): 47. http://dx.doi.org/10.26740/jpi.v2n1.p42-55.

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Reading and writing skills is coverage of more complex language skills of listening and speaking skills. We need the best approach in developing the literacy skills of children with hearing impairment. In some studies that focus on accuracy syntax hearing impaired children, it was found that they tend to use many of the same phrases over and over again in simple sentences, a little more complex sentences, and make lots of small mistakes in the use of sentence structure, word number, the use of pronouns and said pointer, and so on. This paper discusses several options approach in teaching reading and writing skills of deaf children, namely (1) conversations from heart to heart (perdati), (2) read ideovisual (percami), (3) read receptive, (4) the exercise of reflective, and (5) conversation or conversations linguistic grammar or also called reflective conversation grammar.

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Kaul, Asha, and Anuradha Pandit. "Playing the Game of Communication: Enhancing Skills through a Reading of Literature." Vikalpa: The Journal for Decision Makers 33, no. 2 (April 2008): 1–14. http://dx.doi.org/10.1177/0256090920080201.

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Managerial communication⁄conversation in organizations is difficult to capture in its complexities. Even if attempts are made, the outcome is rarely, if ever, natural and spontaneous. How then do we proceed with an understanding of: the principles to be followed the conversational goals adhered to/violated the goals of conversationalists? A noveau approach can be to study the nuances relating to conversation by using drama as a heuristic device to gain an understanding of the complexities governing structure of communication, goals of participants, and application of conversational principles. We argue that there is little difference between simulated and naturally occurring talk in managerial situations. Researchers have been skeptical about the use of literature for an understanding of conversation in the managerial context. To validate the feasibility of our discussion, we borrow from the arguments postulated by literary critics who state that irrationalities in life can best be explored by reading of literature which paints on its canvas, life in its multiple facets. We have narrowed our focus from life to communication and have presented an understanding of managerial conversation through reading of dialogue in plays. Some researchers hold a divergent view (Mura, 1983) and argue in favour of the significance of pragmatics that is, the use of language to communicate: not the linguistic competence of the ideal speaker but the practical use of language in communication. Similarly, we extend our understanding beyond the syntactical and semantic comprehension of conversation by observing the interplay of two well-established principles of conversation: Cooperative (Grice, 1975) and Politeness (Leech, 1983). Through application of these principles to three different plays— The Zoo Story, Endgame, and The Chairs— we demonstrate how the approach can suitably be used for an understanding of managerial communication. Application of the principles to the plays reveals that: The purpose of the talk determines the adherence to or violation of the Principles. The context or situation is equally important in determining the adherence to or violation of the Principles. The “repair” mechanism always follows violation of the Principles. This mechanism ascertains that there is a need⁄desire for the conversation to proceed. In naturally occurring talk within the managerial context, the purpose for the exchange can be either task or relationship centric⁄oriented. In the former, the emphasis is on accuracy of details— the factual correctness with the right quantum of information. Maxims of politeness, in such scenarios, can be forsaken as the ultimate goal is achieving cooperation. If, on the contrary, the purpose is relationship orientation, politeness and its maxims are perforce adhered to. The strategy of “repair” is applied in instances where and when the need for exchange is higher than the desire to “save face.” As it is difficult to recreate a conversational situation, the reading of the same through plays provides great depth and insight into effective and ineffective strategies. This paper provides an alternative method of looking at managerial conversation and understanding the nuances governing talk in the organizational setup. For further understanding, managers and practitioners can: view stylistic devices as question-answer sequences, repetition, etc., in plays study the use and efficacy of stylistic devices extrapolate the findings to managerial talk devise a model for effectiveness in naturally occurring talk using managerial backdrop.

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Obermeyer, Jessica A., Marion C. Leaman, and Lisa A. Edmonds. "Evaluating Change in the Conversation of a Person With Mild Aphasia After Attentive Reading With Constrained Summarization-Written Treatment." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1618–28. http://dx.doi.org/10.1044/2020_ajslp-19-00078.

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Purpose The purpose of this project was to evaluate the effect of a discourse-level treatment, Attentive Reading with Constrained Summarization–Written (ARCS-W), on conversational discourse. ARCS-W aims to improve spoken and written output by addressing the cognitive–linguistic requirements of discourse production through constrained summarization of novel material. Method This is an experimentally controlled case study with a single participant, Bill. Three conversation samples were collected at pretreatment, and a single conversation was collected 1 month after treatment. The participant completed 24 ARCS-W treatment sessions, and each session included reading and then summarizing a novel current event article following specific constraints (use lexically precise words, stay on topic, use complete sentences) in speaking and writing. Conversation outcomes evaluated the success of each utterance (1–4 scale), grammaticality, and the proportion of utterances with relevant content (relevant utterances). Additionally, behavioral manifestations of word-finding difficulty were evaluated in conversation. Results Bill improved communicative success at the utterance level based on the minimal detectable change. He also demonstrated reductions in behavioral manifestations of lexical retrieval difficulty based on decreases in the percentage of false starts (e.g., t*, t*), mazes (e.g., uh, s*, um), and abandoned utterances. Bill did not increase the proportion of relevant utterances or grammatical utterances in conversation. Conclusions This case study provides preliminary evidence of the potential impact of ARCS-W treatment in conversation. Additionally, the measures implemented to evaluate conversation represent a promising adaptation of a novel methodology to capture change in conversation. Supplemental Material https://doi.org/10.23641/asha.12375053

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DAVIS, ELLEN F. "Self-Consciousness and Conversation: Reading Genesis 22." Bulletin for Biblical Research 1, no. 1 (January 1, 1991): 27–40. http://dx.doi.org/10.2307/26422206.

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Chambers, Nathan J. "Reading Genesis 1–2: An Evangelical Conversation." Bulletin for Biblical Research 25, no. 1 (January 1, 2015): 92–93. http://dx.doi.org/10.2307/26371618.

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DAVIS, ELLEN F. "Self-Consciousness and Conversation: Reading Genesis 22." Bulletin for Biblical Research 1, no. 1 (January 1, 1991): 27–40. http://dx.doi.org/10.5325/bullbiblrese.1.1.0027.

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Ragland, Evan R. "Reading Galileo in Conversation with Other Scholars." Early Science and Medicine 23, no. 3 (August 25, 2018): 265–77. http://dx.doi.org/10.1163/15733823-00233p04.

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van der Westhuizen, Gert J. "Reading comprehension interaction – a conversation analysis perspective." Southern African Linguistics and Applied Language Studies 30, no. 3 (September 2012): 361–75. http://dx.doi.org/10.2989/16073614.2012.739330.

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Hobden, Fiona. "Reading Xenophon's Symposium." Ramus 34, no. 2 (2005): 93–111. http://dx.doi.org/10.1017/s0048671x00000965.

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In just over a decade, interest in Xenophon'sSymposiumhas risen dramatically. No longer the poor relation to its author's more popular Socratic works or to Plato's dialogue of the same name, it now merits scholarly attention on a regular basis. However, despite an increased sensitivity to the author's literary and philosophical strategies, modern readings of the text are informed above all by the presence of Socrates. Because the philosopher is assumed to be Xenophon's primary interest, theSymposiumis viewed as an apology for the radical philosopher or a promotion of his ideas and methods. This perception derives in part from an old-fashioned dismissal of Xenophon as a poor man's Plato, intellectually incapable of anything more than biography. But it also relates to the work's longstanding association with Xenophon's other Socratic works, namely theApology, Memorabilia, andOeconomicus. Since scholarship on Xenophon began, the four texts have been treated as a unit, bound in purpose by their depiction of Socrates. However, although the philosopher certainly features prominently in these four texts, each work is structurally distinct. In theApology, the narrator invites Hermogenes to replay his final conversation with Socrates and to describe the philosopher's performance in court, in order to correct inadequate understandings of Socrates' choice of death over life. By contrast, theMemorabiliadepicts Socrates in extended disputation with many interlocutors on a wide variety of subjects as he seeks to lead them towards virtue and, in the narrator's opinion, demonstrates himself to bekalos kagathos(literally ‘beautiful and good’). Then again, theOeconomicusrecords two exchanges, one between Socrates and Critoboulus and another between Socrates and Ischomachus, and juxtaposes their arguments one against the other. And finally, theSymposiumlocates Socrates within a livelysymposion(drinking party) at the house of Callias, son of Hipponicus, in Athens during 422 BCE. Here, the philosopher often directs the conversation. However, his drinking companions also participate freely in the performances and conversations that take place. In short, Xenophon's four Socratic texts all have their own dramatic contexts and conceits, with different structures and ambitions, and different roles for Socrates. Yet even amongst them, theSymposium'sdramatic staging of a vibrant and variedsymposionparticularly stands out.

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Campbell, Toby Christopher, Erin Kennedy, and Selina Schmocker. "Results from a focus group evaluating TrialTALK, a designed conversation to facilitate cancer treatment shared decision making." Journal of Clinical Oncology 37, no. 31_suppl (November 1, 2019): 34. http://dx.doi.org/10.1200/jco.2019.37.31_suppl.34.

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34 Background: Cancer treatment decision making involves timely, high-risk, shared decision-making conversations between patients, their families, and their oncologists. These conversations are a prime target for a carefully designed, easy to interpret approach to facilitate preference-sensitive decision-making. The TrialTALK approach has two core elements: a verbal approach and a pen & paper diagram. The diagram includes the diagnosis with prognostic implications, available treatment options along with estimates for efficacy and anticipated impact on daily life. The verbal conversation corresponds to the diagram and includes a phrase to encourage deliberation and empathic responses. Here, we report the results of a focus group conducted in Toronto comparing two approaches to a cancer decision making conversation. Methods: Our focus group was comprised of 9 patients, all with incurable malignancy. They observed a live reading of an actual transcript of a cancer treatment decision making conversation between a patient and oncologist who presented three options: observation, chemotherapy, and a clinical trial. The investigators re-organized the conversation, reusing as many words as possible, into the TrialTALK framework. No new information was introduced. After watching each scene, participants discussed and rated the conversation for information needs and indicated the decision. Results: Three (33%) said rated the standard conversation as meeting their informational needs while 7/9 (78%) reported needs were met by the designed approach. Decision making preferences following the conversations are shown in the table. Patients reported feeling the physician in the designed conversation was more prepared; they felt greater trust and confidence; they valued the paper diagram; they felt more empowered and engaged in the decision. Conclusions: A designed conversation may improve patient understanding, influence decision making, while also enhancing the patient-physician relationship. Clinical trial information: NCT03656276. [Table: see text]

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Gamotin, Fernandette Timcang. "Speaking Performance and the Types of Code-switching of Senior High School Students." International Journal of English Language Studies 3, no. 10 (October 31, 2021): 38–71. http://dx.doi.org/10.32996/ijels.2021.3.10.5.

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English proficiency is considered a frontline skill especially among Humanities and Social Sciences students in the locality. This study was conducted to explore what particular types of code-switching affect the speaking performance among HUMSS. It determined the students’ demographic profile, types of English reading materials, time spent in reading, types of media, time spent in viewing and length exposure to English conversations, frequency of code-switching, and their level of speaking performance. The study used the Spearman rank correlation coefficient to determine the relationships between the demographic profile and the types of code-switching used in the conversation and the relationship of the types of code-switching and the level of speaking performance. The findings revealed that the speaking performance of the respondents is not generally affected by their exposure to English conversation. Nonetheless, it was found out that exposure to English reading materials and media corresponds to students’ fluency in speaking. In addition, using intra-sentential and tag code-switching make students speak fluently in the conversation. With this, it is concluded that intra-sentential and tag code-switching are communicative pedagogical approaches that can be adopted to meet classroom language needs. Likewise, the availability of learning materials either English reading materials and media or multimedia sources at home and in the classroom are crucial factors to foster students speaking performance. Thus, the study highly recommends that the conduct of intervention to students’ low level of speaking performance through the exposure to English reading materials and media, as well as the creation of home libraries and innovative media sources to promote students’ literacy skills.

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Jaskółowa, Ewa. "Strajk klimatyczny młodych jako motywacja dla lektury… tomiku Milczenie roślin Wisławy Szymborskiej i rozmowy o wierszach." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 12, no. 330 (December 16, 2021): 366–75. http://dx.doi.org/10.24917/20820909.12.25.

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The author asks the question, how young people’s interest in ecology can be combined with reading poetry by Wisława Szymborska. The article proposes that conversations about contemporary climate threats, should be made an introduction to the lesson in reading poems from the collection: The Silence of Plants. It shows how the emotional involvement of young people in the contemporary problems of planet protection, can be used to interest in poetic reflection on nature. Conversation about poems leads to the presentation of poetry as a medium for expressing the views and emotions of young people.

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Weir-Mayta, Phil, Kristie A. Spencer, Tanya L. Eadie, Kathryn Yorkston, Sara Savaglio, and Chris Woollcott. "Internally Versus Externally Cued Speech in Parkinson's Disease and Cerebellar Disease." American Journal of Speech-Language Pathology 26, no. 2S (June 22, 2017): 583–95. http://dx.doi.org/10.1044/2017_ajslp-16-0109.

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PurposeThe purpose of this study was to examine the effects of an internally versus externally cued speech task on perceived understandability and naturalness in speakers with Parkinson's disease (PD) and cerebellar disease (CD).MethodSentences extracted from a covertly recorded conversation (internally cued) were compared to the same sentences read aloud (externally cued) by speakers with PD and a clinical comparison group of speakers with CD. Experienced listeners rated the speech samples using a visual analog scale for the perceptual dimensions of understandability and naturalness.ResultsResults suggest that experienced listeners rated the speech of participants with PD as significantly more natural and more understandable during the reading condition. Participants with CD were also rated as significantly more understandable during the reading condition, but ratings of naturalness did not differ between conversation and reading.ConclusionsSpeech tasks can have a pronounced impact on perceived speech patterns. For individuals with PD, both understandability and naturalness can improve during reading tasks versus conversational tasks. The speech benefits from reading may be attributed to several mechanisms, including possible improvement from an externally cued speech task. These findings have implications for speech task selection in evaluating individuals with dysarthria.

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Mandelbaum, Seymour J. "Reading Old Plans." Journal of Policy History 5, no. 1 (January 1993): 189–98. http://dx.doi.org/10.1017/s0898030600006655.

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My initial decision to explicate how I read formal planning texts was provoked by the 1988 publication of a scheme for the CBD of Philadelphia and the adjacent residential neighborhoods. I thought initially that I might be able to help people directly read The Plan for Center City. Ultimately, however, I settled on a more modest goal: encouraging a conversation among planners about both reading and writing plans. My contribution to that conversation, an essay entitled “Reading Plans,” started with the notion that a plan, like any other text, creates images of an “ideal” and a “real” author and reader. I went on to explore the ways in which I located myself within and against those images. Once I'd fixed my location, I suggested, I read the core of a plan—whether it was a budget, a simple plat of streets and lots, a formal set of legal rules controlling land use, or an elaborately argued hybrid like The Plan for Center City—in three complementary ways: as a complex set of policy arguments, as an elaboration of a decision opportunity, and as a story.

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Nyström, Jennifer. "Reading Paul with Messianic Jews." Nordisk judaistik/Scandinavian Jewish Studies 33, no. 1 (June 27, 2022): 55–64. http://dx.doi.org/10.30752/nj.116228.

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This review article presents and summarises my doctoral dissertation ‘Reading Romans, Constructing Paul(s): A Conversation between Messianic Jews in Jerusalem and Paul within Judaism Scholars’, defended on 24 September 2021 at Lund University. It is a highly interdisciplinary study between New Testament studies and the anthropology of Christianity. It focuses on Paul and readings of Romans 11, where the Messianic Jewish readings originate from ethnographic fieldwork conducted in Jerusalem through so-called Bible-reading interviews. This article summarises each chapter, provides examples from the empirical chapters ‘Identity and Torah’, ‘Relations and Yeshua’ and ‘Time and Land’, and finishes by pointing out three major conclusions followed by three additional key contributions that the study makes.

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Stachowicz, Jerzy. "Digitally Assisted Conversation—Google and Changes in Literacy Practices." Open Cultural Studies 2, no. 1 (December 1, 2018): 805–13. http://dx.doi.org/10.1515/culture-2018-0074.

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Abstract The use of search engines such as Google is an activity that produces a transformation of communication practices related to the use of digital devices (especially smartphones) and has a significant impact on Internet users’ linguistic practices. One of these practices is conversation-not Internet chat, but “ordinary” face-to-face dialogue. People often search the web during conversations. This practice transforms a simple conversation into a digitally assisted one. A digitally assisted conversation is a dynamic combination of speaking, typing and reading on the screen. In this paper, I present some consequences of this change, such as the way searching during conversations “forces” interlocutors to take a different look at their statements and why reaching for a smartphone and using a search engine can be perceived, regardless of the results displayed on the screen, as a significant rhetorical gesture of negation (usually considered rude). Proficiency in searching and using a smartphone with broadband Internet is considered socially attractive today, just as erudition and literacy once were. This is currently considered an extension of erudition.

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McFarland, David H. "Respiratory Markers of Conversational Interaction." Journal of Speech, Language, and Hearing Research 44, no. 1 (February 2001): 128–43. http://dx.doi.org/10.1044/1092-4388(2001/012).

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Respiratory movements were recorded from 10 dyads (20 subjects) during quiet breathing, reading aloud, spontaneous monologue, scripted dialog, and spontaneous conversation. Timing measures of inspiratory, expiratory, and total cycle duration were used to compare respiratory function during quiet breathing, listening, and speech. Cross-correlation analyses of the respiratory movements of conversational partners provided an index of conversational synchrony. Inspiratory duration was found to be the most consistent and sensitive measure for discriminating quiet breathing from speech breathing. In the scripted dialog and spontaneous conversation conditions, respiratory kinematics changed during listening to more closely resemble speech, and systematic changes were observed in anticipation of turn-taking speech onset. For the breathing cycles immediately surrounding turn changes and simultaneously produced vocal events, the kinematic signals of conversational partners were strongly correlated. Results are discussed in the context of similar findings concerning conversational interactions and motor preparation for speech.

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Placintar, Silvia-Emilia. "A conversation analysis approach to intimate letters." Journal of Linguistic and Intercultural Education 14, no. 1 (June 30, 2021): 101–11. http://dx.doi.org/10.29302/jolie.2021.14.1.6.

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This paper explores the similarities between ordinary conversation and intimate letters, with focus on the devices used in the epistolary form to imitate the primary genre of conversational interaction. The comparison is based on a speech-based model that draws on Bakhtin’s pragmatic theory of the utterance and of speech genres and on the Conversation Analysis perspective, according to which conversational discourse emerges through the turn system and the sequential relationships within the turn-taking activity. The study concludes that epistolary form is an endeavour by the correspondents to compensate for the absence of shared time and space through such means as negotiation of meaning through internal reading, writing to the moment, mapping the writer’s coordinates, the I-You reversibility, and the achievement of such joint projects as adjacency pairs or longer series of turn exchanges. All these devices are illustrated based on a selection of letters from the renowned courtship correspondence between Robert Browning and Elizabeth Barrett (1845-1846).

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matustik, martin j. "habermas's reading of kierkegaard: notes from a conversation." Philosophy & Social Criticism 17, no. 4 (October 1991): 313–23. http://dx.doi.org/10.1177/019145379101700403.

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Ahmed, Dr Ishag Adam Hassan. "Problems in English Communicating Skills for Learners of English." International Journal of Contemporary Research and Review 9, no. 07 (July 7, 2018): 20484–91. http://dx.doi.org/10.15520/ijcrr/2018/9/07/548.

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This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised. Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

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Parkhurst, Howard B. "Conversations in Male Genderlect in Young Adult Fiction: Their Effect on Reading Motivation." Theory and Practice in Language Studies 8, no. 1 (January 1, 2018): 1. http://dx.doi.org/10.17507/tpls.0801.01.

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A study was conducted to test the hypothesis that eighth grade young adults would indicate greater motivation to read books with accurate representation of conversations in male genderlect, with genderlect being defined as “a set of linguistic features that characterizes language production of a socially defined gender category (typically woman/girl and man/boy)” (Johnson, 2009). Fifty-six eighth grade volunteers--29 female and 27 male--were presented with five excerpts from young adult novels that contained conversations in male genderlect. These excerpts were paired with the same conversation re-written in Standard English. Subjects were asked to indicate which seemed more like a book they would like to read--the male genderlect version or the Standard English version. The hypothesis was not supported.

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Pulles, Maaike, Jan Berenst, Kees de Glopper, and Tom Koole. "Text selection proposals in dialogic reading in primary school." Pragmatics and Society 11, no. 4 (November 20, 2020): 591–614. http://dx.doi.org/10.1075/ps.17029.pul.

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Abstract In dialogic reading during inquiry learning in primary school, pupils read, think and talk together about text fragments for answering their research questions. This paper demonstrates from a conversational analytic perspective, how the shared activity of text selection is constructed in a goal oriented conversation and how text selection proposals are used. Two main practices are identified depending on the situation: (1) when all participants are reading the text for the first time, a text selection proposal is constructed with reading-out-loud fragments, and (2) when only one of the participants is reading the text, a text selection proposal is constructed with an indexical text reference and indicative summary of the topic. In both practices, a separate utterance that functions as a proposal is required to accomplish the complete text selection proposal turn.

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Sandwith, Corinne, Khulukazi Soldati-Kahimbaara, and Rebecca Fasselt. "Decolonizing the reading landscape: A conversation with Kgauhelo Dube." Journal of Commonwealth Literature 55, no. 1 (August 14, 2018): 121–35. http://dx.doi.org/10.1177/0021989418787580.

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Reading and literacy projects in South Africa have a long and fascinating history. In this conversation, Kgauhelo Dube talks about a contemporary Pretoria-based initiative which seeks to promote reading and literacy through the showcasing of African authors and texts. The discussion explores some of the social and material dynamics which inform the post-apartheid reading project, including the lack of reading and library facilities in township settings and the ongoing alienation experienced by black students and scholars in white-dominated institutions. It points to the importance of the contemporary revival of the discourse of decoloniality as a means of framing the project, and as a route to understanding the broader contexts in which African literature is produced and consumed. The discussion also engages with the importance of the short story form for the public reading event and considers some of the ways in which the written text is subsequently reshaped as a dynamic and mobile digital product.

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Lapidot, Elad. "Is Technology Jewish? A Conversation with Heidegger." Journal of Jewish Thought and Philosophy 28, no. 1 (March 27, 2020): 95–120. http://dx.doi.org/10.1163/1477285x-12341306.

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Abstract This essay examines the relation between Heidegger’s thoughts on technology and his anti-Jewish passages in the Black Notebooks. Going beyond the debate on anti-Semitism, the essay proposes a reading of these passages in their immediate context, which is Heidegger’s earlier critique of modern technology. To frame and further contextualize this reading, the first part of the essay introduces the broader horizon of Heidegger’s work on technology, tracing its internal development from the mid-1930s to his final words.

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Li, Yongqi, Wenjie Li, and Liqiang Nie. "Dynamic Graph Reasoning for Conversational Open-Domain Question Answering." ACM Transactions on Information Systems 40, no. 4 (October 31, 2022): 1–24. http://dx.doi.org/10.1145/3498557.

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In recent years, conversational agents have provided a natural and convenient access to useful information in people’s daily life, along with a broad and new research topic, conversational question answering (QA). On the shoulders of conversational QA, we study the conversational open-domain QA problem, where users’ information needs are presented in a conversation and exact answers are required to extract from the Web. Despite its significance and value, building an effective conversational open-domain QA system is non-trivial due to the following challenges: (1) precisely understand conversational questions based on the conversation context; (2) extract exact answers by capturing the answer dependency and transition flow in a conversation; and (3) deeply integrate question understanding and answer extraction. To address the aforementioned issues, we propose an end-to-end Dynamic Graph Reasoning approach to Conversational open-domain QA (DGRCoQA for short). DGRCoQA comprises three components, i.e., a dynamic question interpreter (DQI), a graph reasoning enhanced retriever (GRR), and a typical Reader, where the first one is developed to understand and formulate conversational questions while the other two are responsible to extract an exact answer from the Web. In particular, DQI understands conversational questions by utilizing the QA context, sourcing from predicted answers returned by the Reader, to dynamically attend to the most relevant information in the conversation context. Afterwards, GRR attempts to capture the answer flow and select the most possible passage that contains the answer by reasoning answer paths over a dynamically constructed context graph . Finally, the Reader, a reading comprehension model, predicts a text span from the selected passage as the answer. DGRCoQA demonstrates its strength in the extensive experiments conducted on a benchmark dataset. It significantly outperforms the existing methods and achieves the state-of-the-art performance.

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Gardiner, Austin. "Motivating EFL Students with Conversation Data." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1138. http://dx.doi.org/10.17507/jltr.0906.03.

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Motivating learners of English as a Foreign Language (EFL) to improve their speaking fluency is challenging in environments where institutions emphasize reading and listening test performance. The focus tends to shift to strategic reading and listening first in order to attain acceptable test results, often at the expense of communicative competence. Computer Assisted Language Learning (CALL) is well positioned to assess and develop communicative competence for EFL learners, and to motivate them to speak. This article introduces the Objective Subjective (OS) Scoring system, a CALL system which sets clear immediate goals on the path to better communicative competence with data from videoed conversation sessions. It motivates learners to improve on their data in every consecutive conversation session, whereby an environment is created which facilitates conversation practice as well as individual error correction.

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Kim, Min-Sun, Katsuya Tasaki, In-Duk Kim, and Hye-ryeon Lee. "The Influence of Social Status on Communication Predispositions." Journal of Asian Pacific Communication 17, no. 2 (August 10, 2007): 303–29. http://dx.doi.org/10.1075/japc.17.2.09kim.

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The purpose of this study is to examine the effect of social status of the communicator on communication predispositions of people with different cultural orientations. Based upon independent and interdependent self-construals as individual-level cultural dimensions, people’s degrees of two distinct communication orientations (communication apprehension as an avoidance orientation and argumentativeness as an approach orientation) were assessed in a dyad with different status of communicators (professor as high status and classmate as low status). Participants were a total of 702 undergraduates studying in Japan, Hawaii, and the mainland U.S. After reading two hypothetical conversational situations with different status communicators (professor and classmate), participants were asked to rate items measuring two communication constructs (communication apprehension and argumentativeness). The data indicated that individuals showed greater level of argumentativeness in the conversation with a low status communicator (classmate or roommate) than in the conversation with a high status communicator (professor). On the other hand, individuals showed greater level of communication apprehension in the conversation with high status communicator (professor) than in the conversation with low status communicator (classmate or roommate). We also found that, among people of high interdependence, the level of CA was greater in the conversation with the high status communicator than in the conversation with the low status communicator. On the other hand, among people of high interdependence, the level of argumentativeness did not differ in the conversation with the high status communicator as compared with the conversation with the low status communicator.

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Brooker, Jewel Spears. "A Conversation with Denise Levertov." Christianity & Literature 45, no. 2 (March 1996): 217–24. http://dx.doi.org/10.1177/014833319604500205.

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The Conference on Christianity and Literature sponsored a reading by Denise Levertov at the 1994 Annual Convention of the Modern Language Association in San Diego. In addition, CCL presented the poet with a Lifetime Achievement Award, and president Jewel Spears Brooker interviewed her for Christianity and Literature. The interview, which had to be conducted by mail, was completed in November 1995.

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Aram, Dorit, Deborah Bergman Deitcher, Tami Sabag Shoshan, and Margalit Ziv. "Shared Book Reading Interactions Within Families From Low Socioeconomic Backgrounds and Children’s Social Understanding and Prosocial Behavior." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 157–77. http://dx.doi.org/10.1891/1945-8959.16.2.157.

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The study explored the nature of mother–child conversation during and after a shared book reading (SBR) interaction and how it relates to children’s social understanding and prosocial behavior. Participants were 61 mother–child dyads (children’s mean age 5 years, 8 months) from low socioeconomic strata (SES). Mother–child SBR and their conversation following the reading were video-recorded. Children’s social understanding was evaluated via their ability to distinguish between social norms violations and moral violations. Prosocial behavior was evaluated through children’s sharing behavior. Results showed that during SBR, mothers and children from low SES tended to stick to the written text, whereas following the book reading, they elaborated beyond the explicit aspects of the text. Furthermore, references to socioemotional issues during mother–child conversation correlated with the child’s social understanding and prosocial behavior, beyond the child’s vocabulary level.

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Wellington Gahtan, Maia. "Reading Pontano’s “libretto co’ fogli di marmo”." Opus Incertum 8, no. 1 (November 26, 2022): 48–59. http://dx.doi.org/10.36253/opus-14070.

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This article explores Pontano’s funerary tempietto in Naples as a building in which inscribed text supplants the public functions normally accomplished through figural art. According special attention to the twelve sententiae which form the bulk of the exterior inscriptions – the facciate parlanti – the author highlights the uniqueness of placing a collection of ancient maxims on public display and demonstrates how Pontano’s printed gallery actively promotes dialogue with its visitors, embracing conversation, exchange and, ultimately, introspection as much as it celebrates the virtues of the deceased. While all of the sententiae draw from ancient literature and are consonant with Pontano’s moral treatises, only one, “know yourself” derives from the facade of a known building: the Temple of Apollo at Delphi. Combined with the chapel’s physical source in a Greek-styled freestanding cenotaph for Herodes Atticus’ wife, Anna Regilla, on the Via Appia, such a conceptual source from ancient Greek thought underscores the Greek, Socratic, Neoplatonic, conversational, and communicative contexts in which Pontano desired his tempietto to be read.

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Machin-Mastromatteo, Juan D., and Gloria Lorena Ruiz Coughanour. "The rise of reading and conversation clubs during Chihuahua’s violent times." Information Development 35, no. 3 (June 2019): 503–6. http://dx.doi.org/10.1177/0266666919855147.

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This article presents the generation of reading and conversation clubs in Chihuahua city (Mexico), which emerged from spontaneous initiatives by citizens, as a response to one of the most violent periods faced in the city. This report was developed with information gathered during interviews with members of reading and conversation clubs about their experiences, at the Universidad Autónoma de Chihuahua’s radio station (Radio University), in the ‘Tips, Talks and Topics’ weekly show.

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36

Heller, Rafael. "Taking stock of the science of reading: A conversation with Amanda Goodwin." Phi Delta Kappan 103, no. 8 (May 2022): 32–36. http://dx.doi.org/10.1177/00317217221100008.

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Amanda Goodwin, co-editor of Reading Research Quarterly, talks with Kappan about the research findings presented in two special issues of journal focused on the science of reading. The science of reading is a broad body of research, she explains, that includes not just alphabetics, phonics, and word reading, which receive the most attention in the media. Actual science of reading research also incorporates findings related to motivation, dyslexia, digital texts, and multilingualism. In addition, effective reading instruction does not follow a simple prescription but leaves room for teacher discretion.

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Calderwood, Patricia, Morgan Mazza, Hillary Ahearn, Abiah Ruel, Amy Favano, Kathleen Mahieu, Dan McNeill, Catherine Nguyen Ho Dias, Linda Pryde, and Carolyn Stenerson. "“Power Without Honor Is Indeed A Dangerous Thing”: The Social Construction of Critical Literacy in Elementary Teacher Education." Language and Literacy 12, no. 1 (October 18, 2010): 1. http://dx.doi.org/10.20360/g2159x.

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An electronic conversation spontaneously constructed by elementary teacher candidates accomplished the critical reading of text, the connection of these readings to their work as teachers, and the framing of that teaching in terms of socially conscious inquiry and action. The structure of the conversation facilitated the exploration and establishment of the candidate’s identity as critical literacy educators; the implicit rules of engagement facilitated mutual trust, respect and appreciation. This created a safe space in which to engage in a discussion that rendered the teacher candidates vulnerable to self-doubts about critical literacy pedagogy, even as it showcased their intellectual strengths as critical readers. Implications for teacher education are included.

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Suh, Jong Hoon. "A Study on Cognition Aspects of Macrostructure in Conversation : Focusing on reading of conversation transcription." Journal of reading research 40 (August 30, 2016): 59–88. http://dx.doi.org/10.17095/jrr.2016.40.2.

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Wilson, Donna M., Hildebrando Villarreal, Gene S. Kupferschmid, and Gene S. Kupferschmid. "!A leer! Un paso mas: Reading Strategies and Conversation." Modern Language Journal 76, no. 2 (1992): 270. http://dx.doi.org/10.2307/329824.

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Gaventa, Beverly Roberts. "Reading for the Subject: A Conversation with Angus Paddison." Journal of Theological Interpretation 1, no. 2 (2007): 229–35. http://dx.doi.org/10.2307/26421318.

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Gaventa, Beverly Roberts. "Reading for the Subject: A Conversation with Angus Paddison." Journal of Theological Interpretation 1, no. 2 (2007): 229–35. http://dx.doi.org/10.2307/jtheointe.1.2.0229.

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42

Kaufman, James C. "Joining the Conversation: A Commentary on Glăveanu’s Critical Reading." Creativity. Theories – Research – Applications 1, no. 2 (2014): 220–22. http://dx.doi.org/10.15290/ctra.2014.01.02.07.

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Emery, Jacob. "Keeping Time: Reading and Writing in “Conversation about Dante”." Slavic Review 73, no. 3 (2014): 494–513. http://dx.doi.org/10.5612/slavicreview.73.3.494.

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This article approaches Osip Mandel'shtam's “Conversation about Dante” as a demonstration of and meditation on reading. As such, Mandel ‘stam's essay addresses the perennial problems of our relationship to the authority of writing and the preservation of literary culture across time, largely through a cluster of metaphors around the central image of a conductor's baton. The visible instrument of musical measure, the baton figures synesthetic transcription in the arts and, most urgently, the undulating line of script traced by the writing pen that becomes realized as waves of sound in the poem's oral performance. “Keeping Time” elucidates the philosophy of notation and performance to which the figure of the baton alludes, and contextualizes it within Mandel'shtam's efforts to reconcile the political and poetical functions of written authority.

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Willén, Julia, and Andrew van der Vlies. "Reading for hope: a conversation about texts and method." Safundi 19, no. 3 (July 3, 2018): 357–73. http://dx.doi.org/10.1080/17533171.2018.1472363.

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Rothbauer, Paulette M., and Lucia Cedeira Serantes. "Reading time: exploring the temporal experiences of reading." Journal of Documentation 78, no. 1 (September 30, 2021): 113–28. http://dx.doi.org/10.1108/jd-11-2020-0200.

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PurposeThe purpose of this paper is to explore various concepts of time and temporal dimensions in the context of everyday reading experiences.Design/methodology/approachThe study uses theoretical bricolage that puts existing reading research into conversation with theories of time and temporalities.FindingsThree registers of time in reading are put forward: (1) libraries and books as places that readers return to again and again over time, (2) temporalized reading bodies and (3) everyday reading as a temporalized practice.Research limitations/implicationsUsing lenses of time and temporalities, everyday reading is shown to be central to ways of being in time. Subjectives experiences of time in the context of reading expand the limited ways that time is presented in much Library and Information Science (LIS) reading research.Originality/valueThis paper offers a new conceptual framework for studies of reading and readers in LIS.

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Hohlweck, Patrick. "Vorbehalt." Internationales Archiv für Sozialgeschichte der deutschen Literatur 47, no. 1 (June 1, 2022): 191–220. http://dx.doi.org/10.1515/iasl-2022-0011.

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Abstract The essay draws out a conversation between Louis Althusser’s theory of ideology and his often-misunderstood notion of »symptomatic reading.« This conversation is staged by examining three pillars of Althusser’s theoretical intervention: the problem of humanism, Spinoza’s materialism of the imaginary, and Spinoza’s Biblical criticism. In doing so, the essay identifies a temporal logic of retention in the Spinozism of Althusser and the Althusser school, the productivity of which for a renewed, praxeologically informed materialist theory of reading is finally discussed.

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Avivi-Reich, Meital, Agnes Jakubczyk, Meredyth Daneman, and Bruce A. Schneider. "How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in Which Listening Comprehension Is Achieved in Multitalker Conversations." Journal of Speech, Language, and Hearing Research 58, no. 5 (October 2015): 1570–91. http://dx.doi.org/10.1044/2015_jslhr-h-14-0177.

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Purpose We investigated how age and linguistic status affected listeners' ability to follow and comprehend 3-talker conversations, and the extent to which individual differences in language proficiency predict speech comprehension under difficult listening conditions. Method Younger and older L1s as well as young L2s listened to 3-talker conversations, with or without spatial separation between talkers, in either quiet or against moderate or high 12-talker babble background, and were asked to answer questions regarding their contents. Results After compensating for individual differences in speech recognition, no significant differences in conversation comprehension were found among the groups. As expected, conversation comprehension decreased as babble level increased. Individual differences in reading comprehension skill contributed positively to performance in younger EL1s and in young EL2s to a lesser degree but not in older EL1s. Vocabulary knowledge was significantly and positively related to performance only at the intermediate babble level. Conclusion The results indicate that the manner in which spoken language comprehension is achieved is modulated by the listeners' age and linguistic status.

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Ince, Anthony, and Helen Bryant. "Reading hospitality mutually." Environment and Planning D: Society and Space 37, no. 2 (May 6, 2018): 216–35. http://dx.doi.org/10.1177/0263775818774048.

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This article addresses debates in geography regarding the nature and significance of hospitality. Despite increasingly inhospitable policy landscapes across the Global North, grassroots hospitality initiatives persist, including various global travel-based initiatives and networks. Drawing from research with these travel networks, we argue that hospitality is fundamentally based on a pervasive, mutualistic sociality in a multitude of forms. Such initiatives, and hospitality more generally, can be better understood in terms of their relationship to these wider mutualities. we therefore use Peter Kropotkin’s anarchist-geographic concept of mutual aid – in conversation with Jacques Derrida and other thinkers – to reimagine hospitality as ‘mutual hospitableness’; systemic, spatio-temporally expansive and underpinned by a conception of self that is constituted through, and gains its vitality from, intertwinement with the other.

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Jayaputri, Herlandri Eka. "How Do You Comprehend Tahilalats Comic?" PAROLE: Journal of Linguistics and Education 6, no. 2 (October 1, 2018): 35. http://dx.doi.org/10.14710/parole.v7i1.35-43.

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This study discusses the use of the cooperative principles and the conversational implicatures in Nurfadli Mursyid’s Tahilalats comic. Tahilalats is one comedy comic in Line Webtoon. The comic contains four panels in each episode, and its stories concern social phenomena. However, the readers said that Tahilalats comic was difficult to understand. This was the reason the writer conducted this study, which was an analysis of the use of the cooperative principle in Tahilalats comic. The study aimed at finding the forms of conversational implicature and describing the functions of conversational implicature in the comic. This study was focused on 30 episodes of the comic, and to collect the data the writer used simak and catat techniques (Sudaryanto, 1993). The results are related to the cooperative principle and the conversational implicature. The violation or compliance of the cooperative principles can describe the implicatures in the conversation. The uses of both produce humorous effects because these potentially lead the reader to misunderstand the comic when reading explicitly. However, reading the comic further, the reader will understand the implicit meanings.

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Donovan, Josephine. "Ecofeminist Literary Criticism: Reading The Orange." Hypatia 11, no. 2 (1996): 161–84. http://dx.doi.org/10.1111/j.1527-2001.1996.tb00669.x.

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Ecofeminism, a new vein in feminist theory, critiques the ontology of domination, whereby living beings are reduced to the status of objects, which diminishes their moral significance, enabling their exploitation, abuse, and destruction. This article explores the possibility of an ecofeminist literary and cultural practice, whereby the text is not reduced to an “it” but rather recognized as a “thou,” and where new modes of relationship—dialogue, conversation, and meditative attentiveness—are developed.

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