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    Wyświetlanie 1-3 z 3
    Tytuł:
    Cognitive Levels of Pragmalinguistic Typology and German Text Comprehension
    Autorzy:
    Szabó, Erzsébet
    Stranovská, Eva
    Ficzere, Anikó
    Powiązania:
    https://bibliotekanauki.pl/articles/18751481.pdf
    Data publikacji:
    2023
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    cognitive levels
    pragmalinguistic typology
    comprehension
    German texts
    education
    Opis:
    Aim. The research aim is to find out the correlation between the comprehension of read texts in German and the different cognitive linking levels such as the propositional, the epistemic and the speech of act level. Methods. In the first phase of the research, we used qualitative content analysis to identify the different cognitive levels in the texts. After that we used a didactic test to determine the text comprehension in German at the A2 language proficiency level. Results. A statistically significant positive relationship was found between reading comprehension performance in German and the propositional level. This means, higher performance in reading comprehension of German texts is manifested if the read texts contain indicators such as indicative sentences and adverbial tenses. Subsequently, we find a tendency correlation between the comprehension of German texts and the level of speech acts. No statistically significant relationship was found in the variable of epistemic level and German text comprehension. Conclusion. Our research showed that the epistemic level indicators and the speech act level indicators made it difficult for the learners to comprehend German texts, for this reason it would be necessary that after mastering the simpler phenomena such as the indicative mood, they should fluently start to deal with the indicators of the above levels. In the educational process, it is necessary to focus on the training of word types, on explaining the meanings of these words or expressions in order to develop and broaden the vocabulary of learners.
    Źródło:
    Journal of Education Culture and Society; 2023, 14, 2; 242-256
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Experimental Verification of the Reading Comprehension Intervention for the German Language as L3
    Autorzy:
    Stranovská, Eva
    Ficzere, Anikó
    Szabó, Erzsébet
    Powiązania:
    https://bibliotekanauki.pl/articles/18653939.pdf
    Data publikacji:
    2022-09-27
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    second foreign language
    reading comprehension
    intervention
    Opis:
    Aim. The main aim of the research was to verify the reading comprehension intervention program for the German language that builds on complex models of foreign language text comprehension while stimulating the cognitive, affective and social levels of reading. Methods. The respondents of the research were studying English language in their 3rd year in secondary schools in Slovakia. The data were collected with the didactic reading comprehension test for the German language (Hockicková et al., 2020). The research was conducted through a pre-test before the intervention program and a post-test after the intervention. The basic characteristics of the examined variables were described using descriptive statistics. A paired t-test was used to detect differences in reading comprehension before and after the intervention. Results. The results of the research confirmed an increase in German texts comprehension in each experimental group. A statistically significant difference in reading comprehension performance was not confirmed in the control groups without completing the intervention program. Conclusion. The reading comprehension intervention program for the German language at A2 level appears to be effective in the direction of increasing performance in reading comprehension of German texts. The intervention in German text comprehension is manifested in two simultaneous work practices, namely in the development of predictors and in working with different types of texts as well as different reading strategies.
    Źródło:
    Journal of Education Culture and Society; 2022, 13, 2; 369-382
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Analysis of English Literature Student’s Preference of Reading Literary Books or Watching the Movie Adaptation and their Accounts for the Tendency
    Autorzy:
    Azizi, Neshat
    Khonamri, Fatemeh
    Stranovská, Eva
    Akimjaková, Beáta
    Kholov, Saidmukhidin
    Dolzhikova, Anzhela
    Powiązania:
    https://bibliotekanauki.pl/articles/18772366.pdf
    Data publikacji:
    2023
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    watching movies
    reading books
    literature students
    classic literary works
    Opis:
    Thesis. Today’s students are very much influenced by globalisation and advances in technology. This has brought about some changes in the attitudes and perceptions of the new generation of students which are worthy of attention. The present study aimed to shed light on one such shift of focus and explored Iranian literature students' preferences for either reading or watching the movie adaptations of literary works. The second aim of the study was to examine the reasons for their preferences and to analyse them to see where they originated from. Concept. To this end, a mixed methods design was used in which the quantitative data was gathered through a questionnaire from the University of Mazandaran English literature students (N=141). In the questionnaire, their tendencies towards either watching movies or reading literary books was explored. Based on convenient sampling, for the qualitative data, a semi-structured interview was conducted with 5 students from each category to find the reasons behind their preferences. The data from the interviews were transcribed and then content analysed. Results and conclusion. The results showed there existed a higher tendency towards movie watching (58%) among these students. Content analysis of the students’ responses to interview questions also revealed some factors affecting their inclination towards movie watching. The main reason for such a tendency was mentioned to be time constraints. Oher reasons were disclosed which will be reported in the article. The implications of the study will also be discussed fully under conclusion.
    Źródło:
    Journal of Education Culture and Society; 2023, 14, 2; 401-413
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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