Language Reading Research Articles

КУЛЬТУРНО-КОННОТИРОВАННАЯ ЛЕКСИКА ПЕРИОДА ПЕРЕСТРОЙКИ В ПЕРЕВОДЕ РАССКАЗА ВИКТОРА ПЕЛЕВИНА «ДЕВЯТЫЙ СОН ВЕРЫ ПАВЛОВНЫ» НА АНГЛИЙСКИЙ ЯЗЫК

The article is devoted to the study of the translating techniques applied by the English publisher and translator Andrew Bromfield while dealing with the vocabulary with culture specific connotation of Perestroika period in the novel “Vera Pavlovna’s Ninth Dream” by V. Pelevin. The works by V.Pelevin abound in various allusions to the life of Soviet and post-Soviet society, which may cause a lot of trouble to the translator in the process of translating them into English. In turn, in case of mistakes or distortions in the process of translation, these allusions and realia of Soviet life may become a barrier in understanding the translated work by the foreign language reader. The article makes the distinction between such important notions as realia, terms and lexical gap. The authors analyse translating techniques applied by the translator such as selecting absolute and relative equivalents, contextual description of lexical gap, calques, generalization, concretization, descriptive method. The article demonstrates that the translator has to deal with two things at once – deciphering the text of V. Pelevin and translating it into English.

The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension

This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.

Exploring Reading Attitudes, Reading Self-Efficacy, and Reading Proficiency in a Blended Learning Context Among EFL Learners

Background. Affective variables such as second language (L2) reading attitudes (RAs) and L2 reading self-efficacy (RSE) have been regarded as factors which influence academic results in regular face-to-face reading instruction. Research has reported that although positive RAs among adolescents may decline as they go through school, they still engage in diverse formal and informal reading environments involving printed and/or digital resources. These attitudes can be impacted by the sudden change in the way instruction is delivered in blended learning contexts which emerged due to the Covid-19 pandemic.
 Purpose. The present study applied a mixed methods approach to explore the relationship between the L2 RAs, L2 RSE, and L2 reading proficiency (RP) of Chilean high school students in a blended-learning context.
 Method. A sequential explanatory mixed-methods design was adopted to gather data from 124 Chilean high school students. The quantitative data collection was carried out by means of two adapted surveys assessing RAs and RSE, while the reading section of the Preliminary English Test (PET) was administered to determine the RP of participants. The qualitative aspect of the study involved semi structured interviews with ten participants.
 Results. Participants displayed moderately positive levels of RA and RSE. Furthermore, a strong correlation was found between RAs and RSE, and RSE was significantly correlated with RP. Qualitative data analysis revealed that the emergency remote teaching context during the pandemic affected student reading behaviour in relation to the attitudes towards recreational digital reading, and that teacher instruction can influence their RAs and RSE.
 Conclusion. It is essential for EFL teachers to nurture student L2 RSE by means of effective and consistent reading activities with increasing challenge that include synchronous and asynchronous learning. Since most participants preferred to complete reading tasks in a recreational digital setting rather than an academic digital one, teachers should incorporate academic reading activities which are more engaging and contextualised to student age and preferences to effectively use the synchronous and asynchronous time at their disposal in blended settings.

Multisensory computer-based system for teaching sentence reading in Hindi and Bangla to children with dyslexia

Though speaking skills in the mother tongue develop naturally, developing reading skills requires training. Dyslexia is a language-based learning disability that can affect the reading ability in any language. Although many literature is available to address these challenges, the need to teach sentence reading was neglected. This paper addresses problems faced while reading sentences. As computer-based multi-sensory teaching is considered as an effective way to teach children with dyslexia (CwD), the proposed system uses multisensory teaching methods to teach sentence reading in Hindi and Bangla languages. It shows sentences as word packages to teach word sequence and help with comprehension. The platform records the response time of the user to generate a performance report to monitor her performance. For evaluating the system, an expert survey was conducted with 26 special educators in two phases, pre-test and post-test. The questionnaires were prepared following previous literature under the expert’s supervision. The pre-test data helped in understanding the educators’ experience and opinions about assistive technology and the post-test data were used to evaluate the system. In the evaluation, all educators agreed that the system will be very useful for their students and it will give a generalised solution for all the challenges their students face.

THE USE OF TWENTIETH-CENTURY BRITISH LITERATURE IN THE TEACHING OF ENGLISH TO STUDENTS

Statement of the problem. Against the background of the abolition of Russian culture in European countries, we believe that Russian students need to develop general cultural and foreign language communicative competence on the best examples of world culture. British literature of the 20th century is directly connected with the events of life of the previous time and is represented by the works of such writers as J. Galsworthy, A. Conan Doyle, R. Kipling, W. Maugham, O. Wilde, H. G. Wells, B. Shaw, etc. British literature of the XX century is realist and modernist works, fantasy, detectives and science fiction represent the "golden age" of its heyday and reflects the changes taking place in society, the search for eternal truths and defense of traditional values for all. The purpose of the study is to develop the foreign language reading competence of students-trainee foreign language teachers of the 1st and 2nd years using the works of twentieth-century British literature. Results. The impact of the content form of literature on the worldview, attitudes, values of students is great and occurs regardless of the attitude towards social institutions. The impact occurs at conscious and unconscious levels. In pragmalinguistic terms, the speech genre of fiction narrative implements communicative strategies. Reading is a thinking process, which is managed indirectly through text selection, preparation of pre- and post-text tasks, and control of reading comprehension. The analysis of the results of the ascertaining stage revealed an insufficient level of knowledge of 20th century British literature in the experimental and control groups of students - future teachers of a foreign language. In this connection the experimental program aimed at the optimization of the process of teaching English and increasing the level of knowledge of the British literature of the XX century among students was developed. Conclusion. On the whole we came to the conclusion that the work with the content form of the British literature of the XX century represents a special culture of relationship with the students, contributes to the formation of values, independence, high motivation for cognitive activity. It is important to provide the assimilation of British literature of the XX century on the basis of the analysis of the biography of the writer, the basics of literary criticism, the impact of stories and the author's idea on human life.

Vincent Toro’s Hurricane Formalism

Abstract Vincent Toro’s poetry and essays critique the ways that US actions in the wake of natural disasters damage Puerto Rican ecologies and culture. The entwinement of colonialism and natural disaster is the subject of Toro’s two collections, Stereo. Island. Mosaic. (2016) and Tertulia (2020). These collections instruct readers to toggle between close reading of language and formal analysis of genre and shape. In Stereo, Toro produces a geo-formal poetics that takes a Taíno hurricane zemi as its central organizing form, an aesthetic choice that foregrounds non-Western literary forms in communicating Puerto Rican economic and ecological atmospheres. In Toro’s collections, the air and atmosphere are sites where anti-colonial critique and aesthetic innovation merge.

A Cognitive Interpretation of Annie of Green Gables from the Perspective of Conceptual Blending Theory

Translation of children’s literature has always been an important part of the study of translated works. From the perspective of conceptual blending, translation is a dynamic cognitive process involving multiple interactions among the translator, source language author and target language reader, and simultaneously binding and creative unity. Different from adult literature, children’s literature has its own particularity, so we should pay attention to translation methods and means. Based on conceptual blending theory, this thesis uses the theoretical research method and case analysis method to interpret the two processes of the cultural blending of the source text and the source text and the target language in Ma Ainong’s translation of Anne of Green Gables. In the process of blending, the translator projects some elements of the original text space and the target language space into the target language space, connecting the interaction between the source language author and the target language reader and activating the cultural cognitive framework of the target language reader. Conceptual blending theory provides a new cognitive perspective for the interpretation of children’s literature translation.

What Motivates Multilingual Children and Youth to Read? A Systematic Review of the Research

ABSTRACT Children’s desire to read plays a crucial role in becoming a skilled reader, however, less research has examined the experiences of multilingual children. The current study reviewed the peer-reviewed literature on motivation for and attitudes toward reading in multiple languages among children. The review was guided by the following research questions: (a) What are the characteristics of studies examining motivation and reading in multiple languages among children and youth? and (b) What are the main themes of key findings across research on motivation and reading in multiple languages among children and youth? The current review followed the PRISMA guidelines. Seventeen publications met our inclusion criteria. Many studies described how learners were constructing a multilingual reading identity and were motivated to read in ways that aligned with this identity. Studies revealed that children have distinct motivations for reading in each language. We present preliminary theoretical propositions and suggest future directions.

A Study of Russia's First 19th Century Textbook of Korean Texts in Linguistic and Cultural Perspective

Traditionally instruction of speech, grammar and reading in Korean has been carried out in separate educational units. Recently learning the Korean language has shifted from merely mastering grammar to focusing on spoken language and the communication skills. This article sheds the light on the need for integrated language learning activities in the Korean language and culture instruction using the 19th textbook Chunhyangjeon by Kim Byeong-ok. This research examines the Korean Texts of Chunhyangjeon – the first textbook introduced in Russia for reading in the medieval Korean language. The main purpose of this study is to better understand how the reading, grammar, and culture aspects of the Korean language were taught in Russia in the 19th century. The analysis revealed the need for integrating the medieval Korean texts into the Korean reading classes. The importance of combining the integrated Korean language instruction with the direct teaching method is also discussed. The author argues for the need to use both the traditional reading learning method and the mixed approach, which includes reading and understanding the writer, the reader, and the cultural context. Finally, this article is trying to provide a rationale for integrating reading and grammar education for higher learning outcomes in developing linguistic abilities and language comprehension.

Corrigendum to “What are the characteristics of good Chinese second language readers? Evidence from eye movements”

Corrigendum to “What are the characteristics of good Chinese second language readers? Evidence from eye movements”

An Analysis of Translation Strategies Used in External Publicity News from China Daily Based on Functional Equivalence Theory

As one of Chinas most influential news media, China Daily is also an important window for people worldwide to know about the country. This research aims to select four news reports from China Daily and their corresponding English translations, all of which are economic topics, to compare the Chinese and English discourses. At the same time, the research analyzes the translation strategies used during the translation process based on Eugene Nidas functional equivalence translation theory, analyzes the logical differences between Chinese and English languages and corresponding solution strategies, and summarizes the strategies for external news translation. In so doing, the results can better guide the practice of external publicity translation. Research has found that in bilingual news translation, retranslation, including addition, subtraction, and part-of-speech conversion, are commonly used as translation strategies. These strategies ensure that the translator can give full play to his subjective initiative in the translation process and is not limited to the original text. Considering things from the perspective of the target language readers, the translator can also make the translation more in line with the expression habits of the target language. Meanwhile, the translator cannot blindly adapt to the readers and thus damage the information of the original text.

Developing a reading proficiency scale for Chinese as a second language: a confirmatory factor analysis approach

There is a long history of operationalizing theoretical constructs of language proficiency by developing language proficiency scales. However, existing scales are not directly applicable in teaching and assessing Chinese as a second language (CSL) reading in US higher education contexts. Teachers need guidance regarding what component reading skills/knowledge should be taught and measured. This study developed a CSL Reading Proficiency Scale aligning to Koda’s (2005) theoretical framework that models L2 reading as a three-factor construct. The scale development began with modeling the construct of CSL reading ability on the basis of literature review. Drawing on this process, an operational descriptive scheme and a descriptor pool were established and subjected to expert review of content validity. Descriptors that survived expert review were then compiled into a Likert-scale questionnaire. This instrument was tested through teachers’ evaluations (N = 179) of whether CSL learners ‘can do’ what were denoted by descriptors. Confirmatory factor analysis exhibits solid goodness of fit between descriptors and the hypothesized three-factor model. The total score and the three subscale scores show high reliability. Evidence of convergent validity, discriminant validity, and concurrent validity indicates that the Scale measures CSL reading ability as intended.

The Study Of Metaphor Categories And The Translation Strategies Metaphors In Twilight

This paper discusses the metaphor categories and the translation strategies that are used in Twilight (2005) novel using Newark’s (1988) theory of metaphor categories and Larson’s (1984) theory of metaphor translation strategies. The acquired data consist of verbal data from Source Language (SL) text and Target Language (TL) text from both novels. This study is a qualitative study with note-taking technique library research, and observation. The library research and observation were applied to obtain information and evidence about the metaphor categories and the translation strategies used by the translator. The data then collected and noted using the note-taking technique, and there were 264 data gathered from SL and TL text which then analyzed to determine the categories and translation strategies of the metaphors. The analysis of the data then showed that dead metaphor is the main category that are found in SL and TL text with 172 data in SL text and 136 data in TL text. The next categories found is stock metaphor with 61 data in SL and 36 data in TL text, followed by cliché metaphor with 31 data in SL and 26 data in TL. There were no original, adapted, and recent metaphor categories found from the gathered data. In terms of metaphor translation strategies, there are four strategies used by the translator to translate metaphor as follows: (1) 150 data found translated using the strategy of metaphor/simile to metaphor/simile with the same image, (2) 9 data found translated using metaphor to simile strategy, (3) 56 data found translated by using metaphor to metaphor in the receptor language strategy, and (4) 150 data found translated using the strategy of metaphor to non-figurative language. The determination of metaphor categories and the translation strategies can help both the translator and the receptor language readers in a way that the categorization of the metaphor may assist the translator consider the most appropriate strategy to translate figurative language. Moreover, using the appropriate translation strategy can contribute to the accuracy, acceptability, and readability of the translation receptor language readers.

Unknown Vocabulary Density and Reading Comprehension: Replicating Hu and Nation (2000)

AbstractHu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis was conducted with only 66 university students in New Zealand. The present study replicated Hu and Nation's research in a context different from a typical Western, educated, industrialized, rich, and democratic context with a sample of 104 Sri Lankan adult L2 learners in a nonacademic context. They each took a Vocabulary Levels Test and read one of five versions of two reading texts at different levels of density of unknown words before answering comprehension questions. The results of the original study could not be fully replicated.

Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context

Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context

Ta’lim al-Qira’ah li al-Nathiqin bi Ghair al-‘Arabiyyah bi al-Nushush al-Ashliyyah al-Muhtawiyah ‘Ala al-Tsaqafah al-‘Arabiyyah

This study aimed to propose strategies of how to teach Arabic reading comprehension by using materials taken from authentic sources. It employed a method that combined library research and field research. Library research was executed by searching authentic reading texts that were contextual and relevant with students’ needs, obtained from references, magazines, newspapers, and radio programs. All of which were written in by Arabic native speakers for Arabic native speakers. Field research was conducted by teaching Arabic reading comprehension using authentic materials in in the classroom. Implementing this method, it was found that teaching Arabic reading comprehension using authentic materials should be carried out in three stages: (i) pre-reading stage, conducted by facilitating students to understand the importance of authentic materials and negotiating the topics that the students were interested in; (ii) reading stage, in which students read and grasp texts through dialogues and group discussion guided by the teacher; and (iii) post-reading, in a way that the students did exercises by answering questions to sharpen their understanding about text contents. This practice of teaching Arabic reading provided such benefits as students were more motivated to study and more exposed to Arabic sentences having more complex and natural structures that were rarely found in simplified texts. Teacher’s guidance at each stage of learning was proven to be able to assist students in understanding the complex sentences. The significant contribution of this study is to overcome the weaknesses of using authentic materials as many studies have reported that authentic materials are frequently too difficult since they are beyond leaners’ language proficiencies. In addition, this research clearly confirms the theory of the importance of authentic materials in teaching a foreign language reading.

Concordance of verbal memory and language fMRI lateralization in people with epilepsy.

This work investigates verbal memory functional MRI (fMRI) versus language fMRI in terms of lateralization, and assesses the validity of performing word recognition during the functional scan. Thirty patients with a diagnosis of epilepsy underwent verbal memory, visuospatial memory, and language fMRI. We used word encoding, word recognition, image encoding, and image recognition memory tasks, and semantic description, reading comprehension, and listening comprehension language tasks. We used three common lateralization metrics: network spatial distribution, maximum statistical value, and laterality index (LI). Lateralization of signal spatial distribution resulted in poor similarity between verbal memory and language fMRI tasks. Signal maximum lateralization showed significant (>.8) but not perfect (1) similarity. Word encoding LI showed significant correlation only with listening comprehension LI (p=.016). Word recognition LI was significantly correlated with expressive language semantic description LI (p=.024) and receptive language reading and listening comprehension LIs (p=.015 and p=.019, respectively). There was no correlation between LIs of the visuospatial tasks and LIs of the language tasks. Our results support the association between language and verbal memory lateralization, optimally determined by LI quantification, and the introduction of quantitative means for language fMRI interpretation in clinical settings where verbal memory lateralization is imperative.

Vietnes mammadaba.lv tulkojums vieglajā valodā: leksikas analīze

The article “Translation of the website mammadaba.lv in easy language: lexical analysis” aims to evaluate the use of the easy language lexicon to determine which solutions must be applied to reduce the cognitive load on the lexical level. In the study, only texts validated in the target group were used. When creating a text in easy language, verbosity should be avoided, the use of nouns should be carefully considered, the principle “one word – one concept” should be followed, and a concrete lexicon should be used. The keyword of the synonym list should be used to reduce the reader’s cognitive load. Moreover, the most appropriate strategy for handling foreign words and terms should be selected: replacement, explanation, or leaving. It is also important to consider the grounding of using the means of expression. There are no strict borders for easy language writing style – it has official business and publicist style characteristics. The solutions that ensure text functionality for an Easy language reader do not cover all potentialities. However, each Easy language parameter on the lexical level completely corresponds to the norms of standard Latvian.

Assessing Saudi EFL Learners’ Metacognitive Awareness of Reading Strategies: A Cross-Sectional Study

With extant studies producing inconclusive findings regarding English as foreign language (EFL) readers’ metacognitive strategies, researchers are yet to investigate the perceived metacognitive awareness and use of reading strategies among tertiary EFL learners with varying proficiency levels, an area that has not fully received attention in the Saudi context. Hence, this study investigated differences in the metacognitive reading strategies that Saudi students learning English as a foreign language used when reading English texts to determine whether metacognitive awareness varied across proficiency levels (low, intermediate, and high). The study adapted and administered the Survey of Reading Strategies questionnaire to 260 Saudi English majors and analyzed the data using independent-samples ANOVA across the three proficiency groups, and found how participants varied in their perceived use of reading strategies across global, problem-solving, and support strategy categories. Overall, EFL learners with high-proficiency reported global and problem-solving strategies more often than intermediate- and low-proficient groups did, while low-proficiency group reported using support strategies more often than high- and intermediate-proficiency groups did. The study results also revealed how problem-solving strategies were most frequently reported by study participants, followed by support and global strategies. Subsequently, two major pedagogical implications are discussed: the need for Saudi EFL readers to be exposed to diverse reading strategies to help facilitate their reading comprehension of English texts, as well to reading-strategy instruction, which should emphasize global, problem-solving, and support strategies for Saudi EFL learners with varying reading abilities across different reading tasks.

Yabancı Dil Olarak Türkçe Öğretiminde Aslanın Krallığı Anadili Okuma Hikâye Kitabının Temel Seviyeye (A1-A2) Uyarlanması

Teaching Turkish as a foreign language, which has received increasing interest in recent years, needs supplementary materials beyond textbooks. The necessity of preparing supplementary reading books that will meet this need has emerged. Creating reading materials especially suitable for students' levels will contribute to language teaching and a better understanding of Turkish culture. In the current situation, when teaching Turkish to foreigners in Turkey, the lack of reading materials suitable for the target language levels is noticeable. In this context, within the scope of qualitative research, the reading book titled The Kingdom of the Lion, which was prepared as a native language reading book, was transformed into a basic level reading book in a foreign language by using adaptation techniques. Each paragraph of the story is translated separately and shown in tables, using the simplification, expansion and simplification methods generally used in adaptations. According to the findings, it was concluded that preparing basic level (A1-A2) reading material for teaching Turkish as a foreign language could contribute to students' improving their reading skills and better understanding. It has been concluded that creating story books at appropriate levels for those learning Turkish as a foreign language will make a valuable contribution to language teaching practice. Keywords: Turkish as a foreign language, Reading teaching, Story Adaptation, Basic Level