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Tytuł:
Plädoyer für Förderung der Vorlesekompetenz im DaF-Bereich – potenzielle Verfahren zur Stärkung der Leseflüssigkei
Plea for Promotion of Reading Competence in German as a Foreign Language – Potential Methods to Strengthen Reading Fluency
Autorzy:
Żytyńska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2233697.pdf
Data publikacji:
2022-12-19
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
reading competence
reading training
reading fluency
reading speed
prosodic parsing
Opis:
This article deals with methods of oral-reading, which aim to improve reading competence and reading fluency. Important when reading aloud are the following components: decoding, accuracy, automaticity, fluency, reading speed and text comprehension. All these components should be practised with the following oral-reading methods: repeated reading, assisted reading or paired repeated reading. All of these reading-aloud methods contribute to the increase in reading competence. Therefore, they should be applied also in the teaching of German as a foreign language.
Źródło:
Academic Journal of Modern Philology; 2022, Special Issue, 16; 277-287
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Subjective Concepts of Reading Literature Among Future Foreign Language Teachers of German: Implications for Theory and Practice
Autorzy:
Jazbec, Saša
Powiązania:
https://bibliotekanauki.pl/articles/16530385.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
literary reading
reading competence
interview
reading concepts
Opis:
The reading of literary texts has been strongly affected by modern times and media developments. In the development of reading, a proficiency gap can be perceived. In this contribution theoretical starting points are presented for viewing reading from the perspective of scientific disciplines and these are supported by empirical data on the subjective concepts of reading literary texts among future teachers of foreign languages. Teachers, with their inclination or refusal to read and their competences, transmit their views intentionally or unintentionally, consciously or unconsciously to students. At this point their subjective concepts of reading have consequences beyond the subjective. Illustrative segments from interviews and subsequent analysis will allow for a discussion and categorization of concepts held by readers and of guidelines for the education of teachers.
Źródło:
The New Educational Review; 2013, 34; 164-173
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading
Autorzy:
Kim, Hyang Il
Powiązania:
https://bibliotekanauki.pl/articles/1203049.pdf
Data publikacji:
2021-06-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reading anxiety
reading strategy use
orientation to reading
reading confidence
Opis:
Both positive and negative emotions have been the focus of a wealth of language learning research in recent years. This can mostly be attributed to the established links between an individual’s psychological responses, existing and emerging from learning, the learning processes they engage in, and the outcomes they achieve. A look at advanced research on language anxiety, a negative emotion that appears to be strongly involved in learning, has shown that specific information about reading anxiety is comparatively insufficient. This study, therefore, examines the underlying factors of reading anxiety in Korean university students, using the Foreign Language Reading Anxiety Scale. Subsequently, it explores how these anxiety factors are related to strategy use (i.e., metacognitive, cognitive, and support strategies) and orientation toward reading, which demonstrates a reader’s active involvement while reading. Three sub-factors of reading anxiety were found: anxiety experienced during the process of reading English, confidence in reading, and anxiety when reading English characters. Interestingly, confidence or positive emotion was found to be a far more powerful positive contributor to Korean EFL university readers’ use of metacognitive strategies and the degree of orientation to reading than was anxiety experienced while reading. Pedagogical implications are discussed.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 2; 313-234
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy Harry Potter uratował wskaźniki czytelnictwa w Polsce? Analiza stanu czytelnictwa młodzieży w województwie małopolskim na tle badań ogólnopolskich
Autorzy:
Guzik, Aldona
Powiązania:
https://bibliotekanauki.pl/articles/700433.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
library
reading
reading indicators
reading trends
good practices
Opis:
Did Harry Potter Save Reading Indicators in Poland? – Analysis of State of Readingin Małopolska Voivodshipon on a Basis of all-Polish ResearchA library has become a natural basis for education starting from a primary school toan university. It supports knowledge, aff ects common education, takes part in a processof development of intellectual and emotional progress and broadens horizons ofthose who make use of it. Despite of the aims, society’s links with libraries are alwaysconnected with reading, which is generally comprehended as a social process to satisfydiff erent human needs. However, recently reading indicators have diminishedin Poland, which results in asking a question: why is it so, and what should we do tofi ght it?In this article I am going to discuss statistic data connected with reading level in Polandand in Małopolska voivodship. Th en, I m going to show the most characteristicreading trends, and eventually I am going to present a few good practices used inlibraries to encourage people, especially young ones, to read.
Źródło:
Jagiellońskie Studia Socjologiczne; 2014, 1
000000
Pojawia się w:
Jagiellońskie Studia Socjologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
One Skill, Many Conceptualizations: Discussion of the Ability to Read, the Purposes for and Types of Reading
Autorzy:
Gąsior, Klaudia
Powiązania:
https://bibliotekanauki.pl/articles/601305.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
reading
types of reading
purposes for reading
receptive skills
metaphors of reading
Opis:
The main aim of the article is to present the ambiguity of the concept of reading. As an introduction, the author puts into foreground the importance of good reading skills. Then the concept of reading is discussed followed by the classification of the purposes for reading and its types. The concluding remarks are devoted to the author’s justification of the selected themes and her stance towards the ideas under discussion.
Źródło:
New Horizons in English Studies; 2018, 3
2543-8980
Pojawia się w:
New Horizons in English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Emocje lekturowego dzieciństwa we wspomnieniach współczesnych seniorów
The Emotions of Contemporary Seniors Regarding Their Childhood Reading
Autorzy:
Aleksandrowicz, Renata
Powiązania:
https://bibliotekanauki.pl/articles/2031250.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
childhood reading
reading research
seniors
reading emotions
Opis:
Senior citizens today make up the last generation whose childhood passed without significant mass media consumption. It is a generation that was raised to respect the written word and the sanctity of books. This article presents an analysis of statements made by students of the Third Age University in Wroclaw about their childhood reading experiences, especially in relation to their emotional reactions to the most popular works of fiction from their childhood and the emotional relationships they forged with literary characters and their fates. The emotional circumstances of reading were also discussed, as well as the circumstance of first readings or community readings, emotional attachment to books as objects, e.g. gifted books or inaccessible books, and finally sentimental returns to youthful reading.
Źródło:
Filoteknos; 2020, 10; 138-149
2657-4810
Pojawia się w:
Filoteknos
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Studia na kierunku pedagogika specjalna jako przestrzeń czytania naukowego
Studies in the field of special pedagogy as a scientific reading space
Autorzy:
Sadowska, Sławomira
Powiązania:
https://bibliotekanauki.pl/articles/930496.pdf
Data publikacji:
2018-01-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reading text / reading
student's reading (special education)
reading value
reading in science
reading in college
reading crisis
learning culture
generation C
Opis:
The author describes the properties of modern ways of “reading in science”. It emphasizes the relationship between the type of text (digital, printed) and the kind of reading activity. He points out that reading science texts by scholars is rarely done in full and in linear order. Reading in science, requires active engagement in text, information processing and efficient selection to fully understand content. Analyzing the changes that have taken place with the advent of the C generation, he analyzes “reading in college”. He argues that contemporary students (special education) – representatives of the computerized generation – connected -always clicking – have dropped printed text and are not interested in books as a source of knowledge. Although they have a proficiency in searching online resources, they experience difficulties in using the text and its content. By copying the thesis, the author presents the results of the research conducted in this field and refers to many publications on this subject. Clearly recognizes the need to prepare future students for a rational and critical use of scholarly reading, to learn how to study a scholarly work (both at the earlier stages of education and within the university education system). Also, believes that pedagogical thinking and action derive both from the association with the scientific texts and from reading literature. Reading is an irreplaceable way to enrich the sensitivity and imagination of future teachers (special).
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 13; 9-27
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reading literacy skills in the new external exams in Poland
Autorzy:
Kotorowicz-Jasińska, Karolina
Krzemińska-Adamek, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/605437.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
reading skills
reading processes
literacy
reading assessment
external exams
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
The way reading literacy is conceptualised has changed over the last decades. Regarding comprehension as deep processing, in which skimming or scanning neither encourage the reader to engage in texts nor lead to the expected levels of understanding has influenced the way reading literacy is taught and assessed. The aim of the article is to analyse new task types introduced to the external exams as well as to provide evidence that the changes in the exam format reflect the way reading comprehension skills have recently been conceptualised. The analysis of the exam tasks is preceded by an overview of the recent trends in conceptualising L2 reading literacy.
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Reader and Reading Culture from the Perspective of Student Teachers
Autorzy:
Vicherková, Dana
Malach, Josef
Powiązania:
https://bibliotekanauki.pl/articles/2140577.pdf
Data publikacji:
2022-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
non/traditional reader
reading attitudes
reading context
multimedia reading culture
reading literacy
Opis:
This study aimed at discovering the characteristics of non/traditional readers that can be used to formulate a typology and identify students’ attitudes towards reading for pleasure. It also deals with the social context influencing students’ reading culture. The questionnaire survey was conducted on 381 students at the Faculty of Education, University of Ostrava. The results showed that students who read for more than one hour a day prefer to read books in paper form, including textbooks, over reading electronic books, multimedia texts or playing on computers and consider themselves traditional readers. Non-traditional readers use critical thinking methods to understand texts and prefer a multimedia format for texts when reading for pleasure over playing computer games, reading e-books, and reading paper-based books. The study also points to the growing importance of the evolving multimedia reading culture in the era of the 4.0 Industrial Revolution.
Źródło:
The New Educational Review; 2022, 69; 95-106
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
FOREIGN LANGUAGE READING ANXIETY AMONG ADVANCED STUDENTS OF ENGLISH – A PILOT STUDY
Autorzy:
Marzec-Stawiarska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/444520.pdf
Data publikacji:
2013-06-01
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
reading anxiety
reading apprehension
advanced students
Opis:
The article discusses the problem of foreign language reading anxiety among advanced students of English. It describes a pilot study whose aim was to check whether reading apprehension exists in this group of participants, to investigate cognitive, behavioural and somatic symptoms of anxiety and to create an instrument which would allow for its multidimensional analysis. The study shows that reading anxiety exists at advanced levels of linguistic proficiency. Within cognitive framework of anxiety testing apprehension was found to be prevailing. As far as anxiety generating factors are concerned students are most stressed by inability to understand a text, by activities accompanying reading tasks and by reading aloud. Behavioural and somatic symptoms exist in a small degree in this group of respondents.
Źródło:
Acta Neophilologica; 2013, XV/1; 89-102
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners
Autorzy:
Park, A Young
Powiązania:
https://bibliotekanauki.pl/articles/780769.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
extensive reading
intensive reading
reading attitudes
EFL learners
proficiency levels
Opis:
Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners’ attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners’ reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants’ reading attitudes in comparison with the IR approach.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 2; 337-358
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Badanie opanowania umiejętności czytania przez uczniów klas czwartych szkoły podstawowej
Research of reading skills of the fourth grade pupils in the primary school
Autorzy:
Przybyla, Olga
Turek, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/667360.pdf
Data publikacji:
2013-01-01
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
research of reading skills
determinants of the reading process
decoding
reading comprehension
Opis:
The authors discuss the results of research carried out to present reading skills of pupils in the primary school. Taking into account theoretical background, used to prepare the research methodology, the most significant factors contributing to the reading process are analyzed. There are two dimensions of reading skills that are involved in the research: decoding and reading comprehension of the text. The range of decoding provides the assessment of reading speed (treated as a number of words read within one minute), correctness of reading (perceived as proportion of the read word in a correct way compared to all read words per minute), and a type of mistakes made by children during reading.
Źródło:
Logopedia Silesiana; 2013, Logoepdia Silesiana nr 2; 24-50
2300-5246
2391-4297
Pojawia się w:
Logopedia Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Assessing Indonesian college students’ reading stamina in reading different text formats
Autorzy:
Rahmatillah, Refanja
Parlindungan, Firman
Powiązania:
https://bibliotekanauki.pl/articles/2196163.pdf
Data publikacji:
2023-05-25
Wydawca:
Akademia Pedagogiki Specjalnej. Language and Society Research Committee
Tematy:
Digital
print
reading format
reading stamina
Opis:
Reading stamina, a term for someone’s ability to keep reading in one sit, is believed to be affected by the reading formats. Despite the crucial benefit of reading stamina for lifelong reading performance, it has not received much attention in literacy research. This study, thus, aims to find out the effect of reading formats (digital and print) on the reading stamina of college students. 70 Indonesian college students taking an English course were involved in this study. They were divided into two groups. 35 of them were asked to read a novel in digital format and the rest were asked to read a novel in print format for four-time meetings (30 minutes each). Their reading stamina was assessed through a reading behavior observation sheet. The students’ perception about their reading behavior was also collected through a self-reflection questionnaire adapted from Lynch (2018). The data obtained were analyzed quantitatively. The result showed that there was an increase in the students’ reading stamina for digital format from meeting one through meeting four, but a decrease in print format. Additionally, statistical analysis showed that there was a significant difference in the students’ reading stamina between those who read digital and print format (t (68) = 5.013, p < 0.05, d = 1.2). Regarding the students’ perception about their reading behavior, 69.20% of them mentioned that reading in print format was easier than reading digital format. These findings suggest that choosing appropriate reading format is pivotal for college students since abundant reading resources are available nowadays.
Źródło:
Language, Discourse & Society; 2023, 11, 1; 65-80
2239-4192
Pojawia się w:
Language, Discourse & Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reading as a core component of developing academic literacy skills in L2 settings
Autorzy:
Kiszczak, Anna
Powiązania:
https://bibliotekanauki.pl/articles/606151.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
academic literacy
academic reading
reading to learn
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Academic reading has gained considerable interest among language theoreticians and practitioners as a key component of generally understood academic literacy competencies. Yet, despite the unquestionable importance of developing advanced reading skills in both L1 and L2 academic settings, a definition of the concept of academic reading is still not easy to formulate. In an attempt to better understand the notion of academic reading, this article first, provides an overview of the goals of academic reading comprehension, with special focus on reading to learn, and then, discusses the relationship of academic reading to other concepts currently employed with reference to academic literacy. The article finishes with some guidelines for L2 reading instruction developed at the academic level.
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance
Autorzy:
Mokhtari, Kouider
Dimitrov, Dimiter M.
Reichard, Carla A.
Powiązania:
https://bibliotekanauki.pl/articles/780595.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
metacognition
reading comprehension
metacognitive awareness
reading strategies
Opis:
In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students’ perceived reading ability. Given that this journal is oriented to second language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents’ and adults’ metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study’s findings in light of new and emerging insights relative to assessing students’ metacognitive awareness and perceived use of reading strategies.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 219-246
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 579

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