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Pragmatic awareness is of great impact on L2 teaching and learning; however, it is generally neglected in most EFL studies in L2 critical reading. Addressing this concern, the study has attempted to investigate Iraqi EFL teachers' perception of the role of pragmatic awareness in L2 reading. Adopting an exploratory method based on a questionnaire, 40 Iraqi teachers from three Iraqi universities were selected to be respondents of the study. The results of the survey are statistically analysed and correlated in the light of their frequencies and percentages. The results indicated that Iraqi EFL teachers highlighted the role of pragmatic aspects and notion, though differently, in the process of teaching L2 reading. They more frequently nominated speech act strategies, politeness and implicature. It was also recommended that some changes in methods of teaching, activities and language materials should be done to enhance pragmatic awareness in L2 reading.

The need for much better preparation of faculty on reading arises from evidence in three areas: students’ problems with critical reading and thinking, lack of extant faculty preparation in reading pedagogy, and an absence of focused faculty development to improve student reading. Many recent studies show clearly that students do not read as well as they might, online and off. Both quantitative studies like the ACT’s data on over a million students in the U.S. and Canada and qualitative studies like the Citation Project show that half or more of current college students lack the skills to analyze, synthesize, evaluate and use material they have read for their own purposes, in school and beyond. Critical and analytical skills are particularly lacking as shown in untimed tests by Stanford University researchers of students’ ability to evaluate online material. To address students’ needs, clear goals for faculty development can help. Pre-service faculty should be trained in the psycholinguistics of reading as well as in teaching techniques. In-service faculty should have access to professional development to understand students’ reading needs and address them more effectively. Collaborations across campus with library faculty can also provide useful approaches to building students’ online critical reading skills.

This research aimed to enhance secondary students’ reading comprehension and critical reading skills within the narrative text of the assigned novel. The research design was two group pre and post-test experimental design. The participants were 72 1st year secondary school students from an Egyptian public governmental school in Ismailia governorate. They were divided into two groups: Experimental group of 36 students and Control group of 36 students. Chapters five and six in Charles Dickens’ novel (Oliver Twist) assigned for the 1st grade of the secondary stage, were introduced in the second term to the experimental group via reciprocal teaching based augmented reality in order to determine how far it had a positive impact on enhancing the novel reading skills of the experimental group. A novel reading test that was designed by the researcher and validated as a paper-and-pencil test for assessing the 1st year secondary students’ novel reading comprehension and critical reading skills. It was divided into two parts: part one for reading comprehension skills and part two for critical reading skills. The findings revealed that reciprocal teaching based augmented reality had a significant positive effect on the 1st year secondary school students’ target novel reading skills. Consequently, reciprocal teaching based augmented reality was proved to be successful when teaching reading within a narrative context.

This paper reports some findings on the development of critical intercultural awareness among English-as-a-foreign-language students in the context of a critical reading enrichment course for students in the preparatory year at a Saudi university. The critical reading class aimed to increase levels of critical intercultural awareness among the participants when they decoded and encoded an intercultural text. A qualitative action research design was used. The teacher-researcher equipped the participants with tools from critical discourse analysis for analyzing intercultural texts. After that, they were asked to work on an assignment by reading a text about a dinner invitation and then writing creatively on that topic. The study data were collected from these reflective writings in the participants’ portfolios. The teacher-researcher also used tools of critical discourse analysis to analyze the collected data. It was found that the participants demonstrated a balanced intercultural awareness associated with the discourse of food diversity. They also effectively appreciated cultures of the self and others and demonstrated appropriate intercultural knowledge of the self and others. Furthermore, they acquired the intercultural skills of relating to intercultural texts, as well as analyzing and interpreting them. The study suggests the effectiveness of critical discourse analysis as a teaching and learning strategy to increase critical intercultural awareness among English-as-a-foreign-language students.

Drawing from various understandings of the concept of “transference” in psychoanalysis, this paper seeks to provide a critical overview of its adaptations and uses in the field of literary and translation studies. Focusing on some of the transferential models of reading and translation, it aims to show both how psychoanalysis and literature may inform one another, as well as how the critical reading or the literary translation may be viewed, not as a passive act, but as a two-way relationship characterized by intricate dynamics. In this new perspective, reading therefore becomes a space of the unconscious, while the unconscious becomes a space of reading.

O texto faz uma reflexão sobre o uso da imprensa na sala de aula e sua relação com o processo de aprendizagem. Questiona a excessiva inserção de fragmentos do discurso jornalístico nos livros didáticos em detrimento de outros gêneros. Discute a qualidade da narrativa jornalística e os riscos que ela encerra se não houver uma leitura crítica da mídia. Defende a necessidade de trabalho integrado entre educadores e jornalistas para a real compreensão do processo de produção da imprensa, construção da linguagem e da linha editorial dos veículos de comunicação.This paper focuses on the classroom use of newspaper and magazine texts and its connection with the learning process. It criticizes the excessive usage of fragments of journalistic discourse in school textbooks, to the detriment of other text forms. The quality of journalistic narration is questioned and the risks incumbent on an acritical reading of the media. It advocates the necessity of cooperation between educators and journalists to foster an effective understanding of the news production process, to improve language construction, and to generate awareness of the media's editorial lines and policies.

Background: Although learning methodological principles is a prerequisite for effective critical reading of scientific articles (CRA), this may also lead to low motivation among medical students. Objective: Describing the motivation of medical students for CRA and assessing its impact on student performance. Material and methods: All sixth year medical students enrolled in Strasbourg and Nancy (France) were invited to fill out an online standardized self-administered questionnaire. Five motivational components were examined: intrinsic goal orientation (IGO), extrinsic goal orientation (EGO), task value (TV), control of learning beliefs (CLB) and self-efficacy for learning and performance (SELP). Performance was measured using scores in the previous CRA exam in Strasbourg, and the ranking in the French "Épreuves Classantes Nationales" (ECN) (national ranking exams). Results: A total of 205 questionnaires were completed, i.e. a 35.4% participation rate. The EGO ranked higher than the IGO (median of 5.00 versus 3.67). The CLB level was somewhat high (median of 4.67), followed by the TV (median of 4.00) and the SELP (median of 3.33). The SELP was the only component statistically correlated with the CRA exam performance in Strasbourg (correlation coefficient of 0.242, p = 0.018). This association was not significant when taking into account the ECN ranking (p = 0.363). Findings: The SELP was the most altered motivational component with respect to CRA. It provides opportunities to implement motivating teaching strategies in order to improve ACR learning among medical students. [ABSTRACT FROM AUTHOR]

The research in the National landscape school in Versailles is based on an approach focused on landscape project (landscape architecture), and notably through the reconstitution of a genealogy of the landscape skills, based on the analysis of landscape realizations. It leans on a methodological axis within the description, between reading and writing, is the favourite tool and on a historical axis focused on the 1939-1975 period in France, the period of the profession’s pioneers as well as the period of the grand ensemble, a favourable hotbed to assess the notions of site and modernity. The approach aims to explicit the specific answer provided by the landscaper (at a large meaning) to urban development in order to enrich the thoughts on city and metropolis through the dimension of landscape and open spaces. After presenting the challenges, the fundamentals and the tools related to this approach, the consequences will be reviewed through examples in the fields of research, teaching, diffusion and international opportunities.

Copyright of Synergies Pays Scandinaves is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A SPECIFIC SETTING IS USED FOR COMPLEX REQUESTS THAT ARE ADRESSED TO THE TEAM OF MENTAL HEALTH SERVICE "LE CHIEN VERT" IN BRUSSELS. AFTER SEVERAL YEARS OF USE, WE PROPOSE A CRITICAL READING OF THIS APPROACH BY RELYING ON SEVERAL CLINICAL CASES. IT SEEMED THAT THE USE OF THIS SPECIFIC SETTING WENT BEYOND THE SIMPLE GUIDANCE WORK. WE WERE LED TO CLARIFY THE STAKES OF THIS PRACTICE BY RELYING ON PSYCHODYNAMIC REFERENCES (SYSTEMIC AND ANALYTICAL). INDEED, AFTER NOTICING "REPETITION PHENOMENA" WITHIN THE TEAM OCCURRING DURING FOLLOW-UP'S, WE HYPOTHESIZED THAT THE SETTING ALLOWS THE "RECEPTION" OF THE COMPLEXITY OF THESE SITUATIONS IN A TEAM OF SERVICE MENTAL HEALTH. IN THIS CONTEXT, WE WILL DISCUSS AMONG OTHER THINGS THE "WORK OF THE DEMAND", THE PRACTICE WITH SEVERAL PRACTITIONERS WORKING IN A SAME TEAM AND DIFFERENT MODES OF TRANSFERENCE. [ABSTRACT FROM AUTHOR]

Copyright of EMC-Medecine is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)