Temat: comprehension, - Katalog OPAC zbiorów

Skocz do pozycji: 1.

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

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Skocz do pozycji: 2.

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

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Skocz do pozycji: 3.

Tytuł:: Intervention in teaching reading in a foreign language:
Autorzy:: Gadušová, Zdenka
Pavlíková, Martina
Havettová, Romana
Powiązania:: https://bibliotekanauki.pl/articles/1366511.pdf
Data publikacji:: 2021-06-17
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: reading comprehension
English text
intervention programme
divergent thinking
ambiguity tolerance
Opis:: Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
Źródło:: Journal of Education Culture and Society; 2021, 12, 1; 297-313
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Philosophy of Education and Pedagogy: Peculiarities of Interaction
Autorzy:: Vakhovskyi, Leonid
Powiązania:: https://bibliotekanauki.pl/articles/18757424.pdf
Data publikacji:: 2023
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: philosophy of education
educational practice
pedagogy
comprehension
understanding
interaction
functions of philosophy of education
Opis:: Aim. The aim of the article is to determine the status and purpose of philosophy of education, and to identify the peculiarities of its relationship with educational practice and pedagogical science. Concept. Philosophy of education and pedagogy explore different aspects of the same subject field – education. Realising different research functions, they do not act as competitors, but, on the contrary, have the potential for mutual complementarity and reciprocal strengthening of their cognitive capabilities. Results. Philosophy of education as a branch of applied philosophy is not an instrumental tool and cannot directly influence educational practice. It is designed to provide comprehension and understanding of the most important problems of the theory and practice of education. The role of mediator is played by another science of education – pedagogy. Conclusion. The most productive form of relationship between philosophy of education and pedagogical science is their interaction, which contributes to the mutual enrichment, building up and the fullest realisation of their special research capabilities. Pedagogy has a choice of philosophical and educational concepts to develop educational theories which are verified by experiment and directly implemented in practice. Philosophy of education realises its theoretical functions at all stages of educational activity. Cognitive value. The article presents a new perspective on the problem of the relationship between educational philosophy and educational practice. It is argued that the most efficient channel of transferring philosophical and educational ideas into practice is pedagogical science.
Źródło:: Journal of Education Culture and Society; 2023, 14, 2; 19-29
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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