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Our paper is to explore a possible framework that can be used by teachers to lead students to an awareness of how the literary text codifies its meanings and make them react to its themes and representations of human experience. Modern critics have explored several myths concerning the study of literature. Language teachers are likely to perpetuate the same myths about literature that were transmitted via their own education. However, it is the reader’s freedom to interpret a text according to his/her own outlook and beliefs, which makes the study of literature such a liberating experience. Some awareness of the culture of English-speaking countries is indispensable to understanding and evaluating literature written in English. The student has to learn something of the history, customs, and way of life within which these works were written. The teacher’s ultimate aim is to provide students with the attitude and abilities relevant to the reading of literary texts. As regards the participation in a discussion of the work, the teacher has to make sure that the communication between him and his students is not oneway. He has to give up the traditional way of regarding students as empty ‘containers’ to be filled by the knowledge imparted by an omniscient teacher. A course text must therefore be accessible in more than simple language terms. Students have to appreciate and respond to the text’s significances. The categories for text analysis should deal with the text in a way which ensures that the fundamental issues will not be neglected. Besides, the examination of the different levels by which the text communicates its meanings should help students to develop their powers to interpret independently other literary texts.

The paper aims to identify the recurring elements ordering current theories of digital reading and to trace the profile of a new reader. The meanings of reading are synonymous here with deep reading, not hyperreading, and by digital texts we mean digital versions of a printed text, not digitally native books. The ideas developed by theorists such as Sven Birkerts, Andrew Piper, Thomas Mc Laughlin, Naomi S. Baron, etc. determine three main cores for defining digital reading: analysis of the digital medium’s features, recovery and emphasis on the physical dimension of the act of reading, and the changes produced in the comprehension of the text. A nostalgic tone is used along with a critical one, and the roles of reading and of the reader are outlined in relation to the broader background of understanding both the changes of knowledge models and the impact of new technologies on society.

Abstract Visual media (pictures, photographs) are often used in adult literacy instruction, presumably because they are easy for adult literacy learners to process. However, relatively little research has been conducted on how adult literacy learners comprehend visual media, such as picture stories. Some have argued that picture stories could be used as a scaffold for training higher-level skills, such as inference strategies. Before such interventions can be developed, an understanding of how adult literacy learners process picture stories is warranted. The present study consisted of a contrastive case study in which adult literacy learners, less proficient college readers, and proficient college readers (three individuals per group) thought aloud while viewing picture stories. This comparison was chosen because less proficient and proficient college readers provide an aspirational comparison for many adult literacy learners who want to eventually pursue college. A qualitative analysis of participants’ think-aloud protocols demonstrated that there were strengths and challenges for the adult literacy learners, less proficient college readers, and proficient college readers in comprehending the picture stories. All three groups of participants demonstrated that they were able to establish explanatory coherence, which involves inferring the meaning of story events. However, there were differences in the extent to which efforts to achieve coherence were directed at the context of individual pictures, the local story context, or global story context. These differences will be discussed in terms of exploring the merits of using visual media in adult literacy instruction.

Cette recherche conduite auprès de collégiens éprouvant des difficultés de compréhension de textes argumentatifs en L2, a pour objectif de vérifier l’effet du recours aux systèmes d’aide sur la compréhension de ce type textuel en classe. Inspirée des travaux de recherche en sciences cognitives (Marin & Legros, 2008), elle se veut une recherche palliative, s’intéressant aux difficultés que rencontrent les apprenants en question en contexte bi-plurilingue algérien. Dans ces circonstances, le recours, plus particulièrement, à la langue maternelle de manière progressive selon une vision neuroergonomique se présente comme une solution « remède », qui permettrait de rendre cette tâche complexe plus accessible dans un contexte d’apprentissage. Abstract This research conducted with middle school students experiencing difficulties in understanding argumentative texts in L2, aims to verify the effect of using aid systems on the understanding of this type of text in class. Inspired by research in cognitive sciences (Marin & Legros, 2008), it is intended to be palliative research, focusing on the difficulties encountered by the learners in question in a bi-plurilingual Algerian context. In these circumstances, the use, more particularly, of the mother tongue in a progressive manner according to a neuroergonomic vision presents itself as a “remedy” solution, which would make this complex task more accessible in a learning context.

The article focuses on typographic conventions and their importance in enhancing readability, highlighting issues such as the omission of paragraph indents, which disrupt the natural flow of text and hinder comprehension. It discusses arguments against using paragraph indents, emphasizing the necessity of maintaining typographic standards for effective communication, especially in a time when new readers are being introduced to literature.

This article comments on the synergistic interaction of related subject areas for the comprehension and interpretation of fictional narrative text by Primary School students. Methodological solutions illustrate possible options that can be used in pedagogical practice. The practical-applied aspect is based on a theoretical foundation related to the understanding that fiction narrative text has general and specific characteristics that determine the application of appropriate teaching techniques to students in the Ist-4th grade stage.

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In today’s society, good communication skills are becoming increasingly important. In the workplace, the ability to communicate clearly and effectively with superiors, coworkers and customers is essential, no matter what industry you work in. A good communicator is able to express their thoughts and opinions, but also to listen to other people. At first sight, listening seems to be a simple concept, but, in reality, few people are adept at listening. Although it was neglected in the past, the teaching of listening skills currently plays an important role in the language classroom

This paper reviews the empirical research on the use of intralingual subtitles (captions) with audiovisual media when acquiring a foreign/second language. As it is a follow-up to earlier articles in ZRomSD, it covers only the literature published since 2011/2012 and some studies published before 2011 which were not mentioned in the earlier articles. It summarises the results of 112 studies in several sections: effects of captions on audiovisual text comprehension, listening comprehension ability, vocabulary learning, reading comprehension skills, motivation, pronunciation etc. A dedicated section focuses on the impact of didactical captions (keyword captions, captions with typographically emphasised words, glossed captions and captions as gapped text) [ABSTRACT FROM AUTHOR]

Résumé : Le présent article porte sur le concept des langues locales comme facteur de compréhension du développement durable. En effet, dans notre société, le pourcentage d’alphabétisation en langue internationale demeure toujours faible. C’est dire que les langues locales continuent d’être des facteurs existentiels de ces communautés. Parmi les objectifs du développement durable, les langues locales jouent un rôle dans la conception des objectifs du développement durable. La méthodologie utilisée est fondée sur une approche qualitative associant la revue documentaire, les interviews et l’observation participante. Au total, vingt-cinq (25) individus ont été interrogés à l’aide de guide d’entretiens préalables. Les résultats montrent que les langues locales sont un facteur déterminant le fondement socioculturel du développement durable.

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Children start comprehending and producing their first ironic expressions quite early especially in the family environment. The comprehension and the production of irony require linguistic, pragmatic, social and communicative capacities as well as abilities related to the Theory of Mind. However, it is not yet clear how these abilities are involved in the production of sarcasm. In this manuscript we review the main studies on the production of irony in childhood in order to identify the affective and argumentative capacities that are needed for the production of irony and sarcasm and the specific role they play in that. On the basis of these studies, we hypothesize that parental mind-mindedness promote children’s development of mindreading capacities and, more specifically, of those affective and relational aspects needed for the comprehension of irony. Moreover, we also argue that the production of irony and even more of sarcasm depends not only on the affective capacities but also on the developing argumentative capacities of the children.

The article discusses the importance of reading and comprehension skills in foreign language learning in developing learners' ability to engage in intercultural encounters. Topics include challenges that learners face when reading in a foreign language and importance of teaching autonomous and goal-directed reading strategies; and a decision tree for choosing appropriate reading strategies and provides eight profiles of strategies to help learners understand how to navigate the reading process.

In EFL, developing literacy is primarily based on improving reading skills, which is quite problematic for millennials, regardless of their proficiency levels, since they seem to be more used to video input than texts. Drawing on the theoretical concept of multiliteracies (New London Group 1996), introduced to outline a specific pedagogic framework for rethinking the future of language education, this paper discusses the results of a study conducted at the Department of English Studies, University of Novi Sad. The main aim of the study was to identify and determine the primary problems students majoring in English have while doing reading text-based comprehension tasks, and to compare the results with comprehension tasks that combine text and video input. Even though teaching and learning are by definition multimodal, particularly in the field of EFL, since both processes imply the use of different modes (speech, writing, gesture, image, sound), at higher levels of education these modes do not seem to be equally present. This study suggests some theoretical and practical directions towards integrating multimodal approaches in developing literacy in order to promote positive learning outcomes of EFL students.

The article deals with the investigation of the specific features of idiom interpretation at the eye-mindedness stage. The ability of a subject to perceive the external resemblance of objects makes their hidden features invisible. In the cognitive process the subject learns to perceive and to interpret the outside world as the complex of objects, situations as a whole for self-identity and developing the capability to identify himself regarding this reality. It is a matter of common observation that one of the most complex forms of metaphorical thinking is the subject ability to interpret a figurative meaning. In the course of the imagination intentional development the acquired ability to think metaphorically influences the comprehension of many aspects of language, including the correct interpretation of idioms. Integrated meaning of phraseological units and idioms causes serious problems in the process of the child language aquisition. Due to limited background knowledge and corresponding cognitive structures, the child tries to interpret each component separately, losing the figurativeness, but at the same time giving the idiom or phraseological unit an individual and unusual sense. Young researchers, relying on objective thinking, perceive idioms as sentences where words are freely combined. The study revealed that the idioms interpretation depends on a number of internal and external factors, as well as the background knowledge about the reality and the rules of successful speech interaction. Various language means reflect the children’s speech dynamics within the process of formation of the subject’s ability to interpret a figurative meaning. When interacting with the surrounding reality, the subject’s awareness of his personal “Ego” inevitably generates contradictions of the reality cognition priority and new information. Integration of the old and new information results in creation of a problem situation and its comprehension. Scarcely ever new facts fit the framework of known concepts and behavior algorithms. Efforts to resolve the problem situations by search and creation of the new ways and solution methods, images and senses discovering the outworld new features, show the subject’s cognitive activity.

In the present study, we focus on the modal frameworks of reading and comprehension, namely how the verbs read and understand are open to the narrativization of modal meanings of (1) ability, (2) will (volition), (3) possibility and (4) necessity, and how the speaker presents (a) events, (b) attitudes to events and (c) beliefs about the validity (veracity) of the propositional content through the collocations of the modal verbs want, know, must/have to, have, can/be able to, may and the verbs read and understand. Based on corpus research (version prim-9.0-public.sane of the Slovak National Corpus), we will verify the existence of individual verbal collocations, interpret the frequency and communicationpragmatic circumstances of their realizations and determine the degree of modal compatibility. The average reduced frequency (ARF) of verbal collocations made up of modal verbs and the verbs read and understand are visualized by means of a Dumbbell Plot chart. [ABSTRACT FROM AUTHOR]

English for Specific Purposes (ESP) is the field of language teaching and learning of English in a specific area of specialty. However, learning ESP is not to be understood as just learning a set of technical vocabulary and expressions; it is about learning to use English in a given specific context with the implication of all the skills and objectives of language learning. This qualitative research investigates the impact of Content-Based Instruction (CBI) on developing comprehension and vocabulary in a course of English for Specific Purposes at an engineering school in Morocco where English is learnt as a Foreign Language (FL). A total number of 40 students were divided into two groups of 20 students per class and were taught a fifteen-hour course of legal English over a period of six weeks. Each class lasted one hour and fifteen minutes, at the pace of two classes per week. Focus was on reading comprehension and learning vocabulary in an interactive way by engaging the learners actively. At the beginning, both groups were given the same pre-test to determine their present knowledge of legal English. After the experiment period, another post-test was administered to the students to determine their level of progress. At first, the results of both groups in each test were compared with each other. Then, the results of each group in the pre-test were compared with the results of the same group in the post-test. The general result is that both groups have made progress in improving comprehension and vocabulary capabilities in legal English. As for same-group results, the experiment group have managed to make significant progress in their post-test results compared to their pre-test results, while the control group maintained their higher score shown in the pre-test. The conclusion drawn from this is that Content-Based Instruction does help students improve their comprehension and vocabulary capabilities in ESP. Therefore, focus on content does yield positive results in learning language. Reducing content to just a topic through which learners learn language may cause the learners to miss a learning opportunity. Thus, there may not be a reason to give the content aspect of a language course less importance than the language aspect.

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Criteria for assessment of the significance of scientific articles are presented. The focus is on research design and methodology, illustrated by the classical study on prehospital volume treatment of severely injured individuals with penetrating torso injuries by Bickell et al. (1994). A well-thought out research design is crucial for the success of a scientific study and is documented in a study protocol beforehand. A hypothesis is a provisional explanation or prediction and must be testable, falsifiable, precise, and relevant. There are various types of randomization methods, with the randomized controlled trial being the gold standard for clinical interventional studies. When reading a scientific article it is important to verify whether the research design and setting align with the research question and whether potential sources of error have been considered and controlled. Critical scrutiny should also be applied to references, the funding and expertise of the researchers., (© 2024. The Author(s), under exclusive licence to Springer Medizin Verlag GmbH, ein Teil von Springer Nature.)

Nous nous efforcerons de démontrer dans cet article quelques spécificités linguistiques de textes supports destinés pour une filière scientifique et technique en l’occurrence les sciences vétérinaires, et ce, pour en dégager les points saillants du fait de leurs importances dans la compréhension des textes scientifiques et techniques utilisés comme support pédagogiques. Ainsi, nous nous baserons dans notre analyse à décortiquer certaines pratiques pédagogiques qui ont pour but de favoriser la compréhension des textes supports de spécialité. Abstract We will endeavor to demonstrate in this article some linguistic specificities of support texts intended for a scientific and technical sector, in this case the veterinary sciences, in order to highlight the salient points of them because of their importance in the understanding of scientific texts and techniques used as educational support. Thus, in our analysis, we will base ourselves on dissecting certain pedagogical practices which aim to promote the understanding of specialist support texts.

We have conducted this research with students enrolled in the ILTC2 in order to verify the impact of the use of two temporal connectors "finally and today" on the understanding of sentence segments according to their positioning in FFL. The results show that the two connectors "today and finally", when they are placed at the beginning of the sentence, help the participants to make new inferences about the information that is absent from the textual content and to reactivate the information stored in the text this same content

"The article approves the idea that the categories of space and time being basic categories of existence and cognition of the world; they form the structure of the worldview and sociocultural human experience and they are expressed in the linguistic worldview form. Investigation of the linguistic worldview of the literary work discourse to find out the way of its virtualization should be considered to be relevant. The aim of the work is to investigate the way of virtualization of the linguistic worldview of the literary work, which immersing us into absolutely different, weird and wonderful reality, causes our mind to perceive the events as virtually existing. Using mental models, language creates representations compared with those that originate from the experience of direct interaction with the world. Finally, they bridge words and the world.Analysis of the modelling of space-temporal relations in linguistic worldview of literary work allows imagining it in the form of complex of real or imaginary spaces – as mental model of space-temporal relations or cognitive map. It was concluded, that virtualization of the linguistic worldview is caused by alignment of mental model of space-temporal relations created by an author and mental model of a perceiving subject. Due to mental models existence in everyone’s mind we perceive the world described in fantastic story as real, imbedding it into our own mental models system to create common semantic field and using metaphor for searching of analogous cognitive structures and patterns as a means of world cognition and reality virtualization."

Based on articles on the topic uncertainty in school lessons, we would like to examine how uncertainty can be taken into account empirically. We suppose that „uncertainty“ is not suitable as an object of interpretative classroom research and that empirical „uncertainty research“ runs the risk of objectifying uncertainty. After explaining our underlying understanding of uncertainty in pedagogical practice, we will show examples of what we see as limitations of interpretative classroom research to shed light on „uncertainty“. [ABSTRACT FROM AUTHOR]

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The paper investigates „Sprachliche Verrohung“ (linguistic neglection/brutalization), a term that has been recently and often used within the German mass media. It seems, however, that there is no common understanding of what „Sprachliche Verrohung“ is. To obtain a definition, a think-aloud study was conducted: 40 participants judged relevant linguistic examples by verbalizing aloud their thoughts and ideas. The obtained think-aloud protocols are analysed and the following definition is derived: Expressions of „Sprachliche Verrohung“ are in conflict with the linguistic norm and speakers uses them despite their knowledge of this conflict. [ABSTRACT FROM AUTHOR]

The paper focuses on the topic of current acceptance and future acceptability of CO2 pricing schemes in Germany. Based on psychological theories and empirical findings, it is assumed that different aspects of justice, efficacy beliefs, and perceived actions to reduce CO2 emissions are relevant for long-term acceptability. In the context of two focus groups with local stakeholders from civil society (15 participants), and citizens (12 participants), various aspects of CO2 pricing were discussed, with respect to four research questions addressing 1. doubts concerning the effectiveness of the pricing instrument, 2. relevant aspects of justice, 3. problems of comprehension, and 4. perceived scopes of action. Qualitative-interpretive and quantifying data analysis methods were applied. The main results reveal difficulties in comprehending the instrument and neglect of possible investments. Results are discussed with respect to practical implications. [ABSTRACT FROM AUTHOR]

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This paper attempts to clarify the relationship between phenomenology and deconstruction in Jacques Derrida's Voice and Phenomenon. I argue that the in-between status of deconstructive readings becomes visible only if we understand the double movement of reading, which neither refutes phenomenology nor simply carries on its program. As I show, the necessity of a "double reading" can be grasped only in terms of the figure of diff.rance, which escapes the opposition between appearing and disappearing. Since there is no linear transition from the field of phenomenality to diff.rance, deconstruction can only articulate itself as a transgression of the text, a transgression contained in the text itself which at the same time points to its irreducible duplicity. [ABSTRACT FROM AUTHOR]

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Copyright of Critical Hermeneutics: Biannual Journal of Philosophy is the property of Universita degli Studi di Cagliari 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.)

The article asks a question about the link between the comprehension of believers of their common priesthood and the authentic place of confirmation within Christian initiation, enabling one to participate in the tria munera Christi. First of all, the author explains the role of the term, 'common priesthood' in the theology of the sacrament of confirmation and its origin in Christ, the only perfect High priest of the New Testament and in the priestly nature of his body, the Church as it is presented by the universal magisterial documents since the Second Vatican Council. This reality is manifested in unity and order of the Christian initiation. A following part describes how this feature has not been included in the Czech and Slovak instructions and episcopal documents and explores a local praxis. The unity of the three sacraments is understood in a superficial manner, and their order is underestimated or doubted in this area; however, pastoral needs and a link between confirmation and the age of adolescence is determining. In consequence, the faithful cannot perceive the signs referring to the reality of common priesthood and the effects of confirmation are reduced. The last part tries to answer the question what can be done to renew the authentic place of confirmation in local communities in order to enable believers to grasp their participation on Christ's threefold office in a better way. [ABSTRACT FROM AUTHOR]

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