Discourse Reading Research Articles

Daniel 9.24-27: Poetry, “Elevated Prose,” or Something Else?

Daniel 9.24-27 is addressed as a case study for testing a widely accepted list of formal criteria for diagnosing where a passage gravitates toward within the prose/poetry continuum. A close reading of the passage reveals a dense condensation of lineated discourse markers corroborated by linguistic opposition with its immediate context. Taking Berlin’s “perceptibility” principles into account (proximity, similarity, quantity, expectation), such a convergence of poetic features favors a lineated discourse reading over its alternative, “elevated prose.” Bible translators would have sound exegetical grounds for printing or performing Dan 9.24-27 in other creative ways for promoting the perception and appreciation of this highlighted line-crafted revelatory discourse.

The Design of Reading Discourse Teaching Based on the View of English Learning Activities: The Case of External Research Edition Compulsory Study 2 Unit 2 Time for a Change?

The Design of Reading Discourse Teaching Based on the View of English Learning Activities: The Case of External Research Edition Compulsory Study 2 Unit 2 Time for a Change?

Commitments de lingua and assertoric commitments: the case of expressives

This paper presents the results of two series of experimental studies concerning the interpretation of expressives (e.g., ‘the jerk’) and the sentences they occur in. While expressives are known for their strong speaker-orientation, Harris & Potts (2009) found that in the right context, i.e. when a different subject is introduced into the discourse as a reported speaker, it is possible to interpret the expressive from this subject’s perspective. In our first series of experiments we corroborated the systematic availability of non-speaker oriented readings of expressives, but we also found a strong correlation between the attribution of the expressive and that of the sentence content: participants who attribute the expressive to the subject rather than the speaker, also tend to attribute the sentence as a whole to the subject. In other words, shifted interpretations of expressives do occur, but tend to go hand-in-hand with a reportative reading of the sentence in which the expressive occurs. In our second series of experiments, we identified factors that influence such a reportative reading. Following Kaiser (2015), we found that when we made the subject more prominent as an anchor—by removing the reference to the actual speaker and by adjusting the tense to facilitate a free indirect discourse reading—the number of subject-oriented readings grew significantly. On the basis of these findings we argue for a pragmatic account in terms of commitment attribution with three constraints at work: (i) commitments de lingua for expressives need a salient anchor, (ii) commitments de lingua tend to be attributed in concert with assertoric commitments, and (iii) the main speaker is the most salient anchor by default. These three constraints jointly explain the observations in the experiments.

Analisis Muatan Nilai Karakter dalam Buku Teks Pendidikan Pancasila SMP Kelas VII

Basically, one strategy in shaping the character of the nation's next generation is through instilling character values ??in students at school, which can be implemented using the Pancasila Education textbook. This research aims to strengthen students' values ??and ethics, so that they become individuals who are honest, empathetic and responsible, who in turn are expected to be pioneers of change that bring hope for a better future. This research methodology is a qualitative approach with content analysis methods. The results of the research show that the character values ??contained in the Pancasila Education textbook are spread throughout the book's chapters, including (1) the introductory section which contains an invitation or exclamation, (2) the content of the material which includes students' activities in searching for information and reading discourse, as well as (3) a closing section which includes reflection, individual and group assessment.

Based on the Typical Differences between Chinese and English, the Practical Problems and Solutions in English

Although there are differences between Chinese and English as two different languages, one of their common points is that they both carry their own cultures, and culture is one of the "key nodes" that can connect the two. Therefore, in order to achieve "common language structure" on the basis of "learning home and abroad", it is necessary to use English as a tool to spread Chinese culture, and then promote the dissemination, communication and integration of different cultures, which is also one of the important purposes of learning English. At the same time, enhancing cultural confidence is one of the important cultural strategies of the Chinese government in recent years. In order to better let the world listen to the voice of China and enhance students' cultural identity, "telling Chinese stories well in English" has become one of the distinct themes in the field of English teaching. However, due to the inherent differences in Chinese and English in vocabulary, sentences and discourse, as well as the particularity of traditional Chinese culture, students will have great problems in vocabulary memory, sentence translation and discourse reading in the teaching process of telling Chinese stories in English. therefore, In the process of middle school English teachers should be based on the typical differences between Chinese and English and the characteristics of traditional Chinese culture, Starting with the vocabulary, sentences and texts of traditional Chinese culture, By classifying traditional Chinese vocabulary, distinguishing the style characteristics of sentences and emphasizing the structural characteristics of traditional Chinese culture, To solve the problems of middle school students in vocabulary, sentences and discourse, While paying attention to students' cultural knowledge and pragmatic ability, Both input and output, To solve the problem of students learning traditional Chinese culture in English step by step, Improve the comprehensive quality, Be an envoy of cultural communication and communication, Truly achieve in the "learning of Chinese and Western" on the basis of "language structure common".

Mapping the Knowledge Domain of Text Inferencing

Text inferencing is a critical factor that would affect discourse comprehension. Growing attention has been paid to the research on inferential processing during text reading, with numerous papers on this topic published in recent decades. To gain a bibliographic landscape of inferential processing during discourse reading, co-citation analysis, cluster interpretations, and citation bursts analysis were conducted via CiteSpace based on the data from the Web of Science (WoS) Core Collection of Thomson Reuters from 2001 to 2021. The results reveal that (1) reading comprehension and working memory are fairly popular topics in recent decades; (2) research exploring predictive inferences, bridging inferences, and causal inferences have been paid much attention; and (3) predictive inference, eye movement, and listening comprehension may be attractive in future studies.

On the scope of presupposition in discourse reading comprehension

referential relationships can be communicated through presupposition. The presupposition trigger (also) in Jiayan also bought eggs exerts a pragmatic constraint that besides the object, the verb constrains additional and alternative referents. Our study provided a novel set of evidence that the reader preferred larger- over smaller-sized sets for the scope of presupposition in discourse comprehension. The structural hierarchy in smaller-sized sets and the earlier-mentioned structural details in larger-sized sets drove higher preference. Furthermore, readers' difference in their preference reflected their tendency to attend to discourse structural information. These findings are consistent with the multiple constraints hypothesis/the presupposition maximization principle hypothesis, rather than the local bias hypothesis. The present study enlightened the understanding of structural constraints on processing the number and the identity of presupposed referential information in discourse reading comprehension.

Discourse Context Immediately Overrides Gender Stereotypes during Discourse Reading: Evidence from ERPs

This study investigated how local gender stereotype information interacts with discourse context during Chinese discourse reading. Event-related potentials were recorded while participants read two-sentence discourses, in which the first sentence provided the discourse context that either introduced a gender stereotype-countering attitude towards roles, such as "One should strive for the target job, and getting a job should not be restricted by gender"., or was neutral. The second sentence contained the critical clause in which the stereotypical gender of the object noun (a role name) was either consistent or inconsistent with the gender specified by the head noun (a kinship term) of the subject noun phrase, as in "Li's [daughter/son] became a nurse…". The object nouns elicited a larger N400 and a larger late negativity (LN) for the inconsistent compared to the consistent conditions in the neutral contexts. Crucially, when the discourse context offered information countering gender stereotypes, both the N400 and LN effects were reversed, with the negativities being smaller for the inconsistent compared to the consistent conditions. The reversal of the N400 effects suggests that discourse contexts can immediately override the processing of gender stereotypes, and thus readers compute discourse context and local pragmatic information simultaneously during discourse reading.

Pelatihan Penguatan Kemampuan Berbahasa Jepang Level Chukyu bagi Guru Bahasa Jepang di SMA dan SMK Kabupaten Buleleng Bali

The purpose of this community service is to strengthen the Japanese language skills (Chukyu level) of Japanese High School/Vocational High School Teachers in Buleleng Regency so that their abilities increase and can pass the Teacher Professional Education/PPG. The method used in this activity is the Technical Assistance Model in the form of Training which is carried out by providing training and assistance to improve Japanese language skills. The partners in this activity were 20 (twenty) High School/Vocational High School Japanese language teachers in Buleleng Regency. The evaluation instrument for this activity is a test to determine the teacher's understanding of the material provided, as well as an assessment questionnaire by the teacher to evaluate the implementation of the activity. The results of tests and questionnaires were analyzed descriptively. The results of this activity show that through training and mentoring, the teachers’ skills in reading discourse, knowledge of Japanese culture, and Japanese language proficiency increased. A good score on the test as well as a positive response given by the teacher shows the success of this activity.

The Discourse on Sexuality in Islamic Bioethics Perspective Ingrid Mattson

Recently, the issue of sexuality in Islamic bioethics has often led to discrimination on gender issues, especially against women. The model for reading religious texts influenced by patriarchal culture and the massive development of health technology are allegedly the two reasons for this problem. This article examines sexuality in the discourse of Islamic bioethics developed by Ingrid Mattson. This article is included in qualitative research with the type of literature study. The discourse on sexuality in Islamic bioethics developed by Ingrid Mattson is a material object in this research. At the same time, the formal object of this research is discourse theory. The three points described in this study include; what is the form of discourse reading religious texts about sexuality in Islamic bioethics from the perspective of Ingrid Mattson, what are the background factors, and what are the implications. As a result, Ingrid Mattson's reading of religious texts must present the historicity of each verse and consider a gender balance. The factor that causes this discourse to exist is discrimination, verses that defend women in sexuality. This discourse's implications can unravel the discrimination problem that often befalls women and children.

Chivalry, Reading, and Women's Culture in Early Modern Spain: From Amadís de Gaula to Don Quixote

Chivalry, Reading, and Women's Culture in Early Modern Spain: From Amadís de Gaula to Don Quixote

Arah Baru Kajian Pendidikan Sejarah Kebudayaan Islam Dari Muhammad Abid Jabiri

Muhammad Abid Jabari as a leading scholar in studying the historical development of Arab Islam that developed in the contemporary era. Abid al-Jabri by following modern steps in reading the history of Islam in the Arab Region in the Middle East region through his criticism of Arabic Reason. This historical research is approached philosophically historically to be able to formulate important ideas in reading SKI material that is in accordance with modern ideas in order to attract the students. Paradigm becomes an inevitable choice, because it is able to cover everything related to the source of knowledge. Abid Jabiri tried to base science with three epistemologies, the epistemology of Bayani logic, the epistemology of Burhani's logic and the epistemology of Irfani's reasoning, which became Islamic epistemological reasoning. Even though he received criticism from various directions, at least Jabiri was able to build a rational reading discourse according to the demands of the modern era, especially from the material side.

Thanks or Tanks: Training with Tactile Cues Improves Learners’ Accuracy of English Interdental Consonants in an Oral Reading Task

ABSTRACT The present study investigates whether training second language pronunciation with tactile cues facilitates the production of non-native sounds involving accessible articulatory features. In a between-subjects experiment with a pretest-training-posttest design, 50 Turkish learners of English received audiovisual training on a set of target words and sentences containing two English interdental fricatives, /θ/ and /ð/, in one of two conditions, tactile and non-tactile. The tactile condition involved self-touching the tongue as it protruded during pronunciation of the two target sounds. Participants’ pronunciation performance was assessed through a word-imitation task, a sentence-imitation task, and a discourse reading task. Results showed that while both training conditions helped learners to improve their pronunciation performance in all three tasks, the tactile condition triggered greater improvements in the discourse reading task. These results extend previous findings on the benefits of tactile input for speech perception and suggest the efficacy of multisensory training paradigms for improving second language pronunciation.

The Analytical Reading Discourse of Liberal Feminism in Bernardine Evaristo’s Girl, Woman, Other through Black Women in Different Generations

The postmodern perspective of liberal feminism relates to women’s empowerment. The aim of the study abbreviates liberal feminism in Bernardine Evaristo’s Girl, Woman, Other. She is a famous postmodern writer. The term liberal feminism explicates women’s sufferings and their empowerment. This study considers four liberal thinkers. They are John Stuart Mill, Mary Wollstonecraft, Martha Nussbaum and Susan Moller Okin. The present study focuses on the theory of liberal feminism. The four liberal feminism thinkers proposed four different liberal feminism aspects in different circumstances. Those ideas are explained in the methodology part. This part splits into four ideas according to liberal feminism thinkers. In this study, the authors have investigated liberal feminism and its aspects in the select text of Evaristo. The results of the study are evaluated with other studies under the postmodern tendency of liberal feminism.

Misretrieval but not misrepresentation: A feature misbinding account of post-interpretive effects in number attraction.

Attraction effects in comprehension have reliably shown a grammaticality asymmetry in which mismatching plural attractors confer facilitatory interference for ungrammatical verbs, but no processing cost for grammatical verbs. While this has favoured cue-based retrieval accounts of attraction phenomena in comprehension, Patson and Husband offered offline evidence suggesting that comprehenders systematically misrepresent number information in attraction phrases, leaving open the possibility for faulty noun phrase (NP) representations later in processing. The current study employs two self-paced reading discourse experiments to test for number attraction misrepresentations in real time. Specifically, the attraction phrases occurred as embedded direct object phrases, allowing for a direct test of the role of attractor noun number in head noun number misrepresentation (i.e., no number cue from verb). Although no online evidence for misrepresentation was found, a third single-sentence rapid serial visual presentation experiment showed error rates to offline probes corroborating the post-interpretive findings from Patson and Husband, suggesting that a search in memory for associative features may not employ the same processes as the formation of dependencies in discourse comprehension. The findings are discussed in the framework of feature misbinding in memory in line with recent post-interpretive accounts of offline comprehension errors.

Ethnocentrism, Theoretical Awareness, and Intellectual Resistance in University Students’ Reading Behaviour

This paper discusses the insightful and illuminating findings of teaching critical reading within the theoretical framework of critical pedagogy. More specifically, this paper examines the impact of a critical-reading course on students’ reading skills and beliefs about discourse production and interpretation. The course was conducted according to the principles of transformative participatory action research and, thus, a corpus of 50 essays, written by a convenience sample of 25 post-graduate students in the pre-test and post-test phases, was analyzed to examine the effect of the course on students’ reading-habits and their representations of different discourses. Pretest findings showed that most students used to think that discourses are innocent and ideology-free and that reading a text consists in understanding its general idea, extracting its writer’s viewpoint, making sense of its vocabulary, and paraphrasing it. As far as text’s function is concerned, most students used to believe that a text’s basic function is delivering information. In addition, most of them were unaware of the fact that a text has ideological and socio-political functions. Post-test findings revealed that students’ discourse awareness and reading habits have become more critical and developed at two levels: the worldview level and the meta-language level. The t-test statistics suggest that there is a significant difference of p˂.001 between students’ reading scores before and after the intervention. Therefore, the null hypothesis which says that there is no significant difference between studying critical reading from a critical pedagogy perspective and studying it from a functional or conventional perspective is false.

EFEKTIVITAS METODE EXPLORE ASK READ TELL HARVEST (EARTH) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN BAGI SISWA BERKESULITAN BELAJAR KELAS IV (CLASSROOM ACTION RESEARCH DI SDN 024/XI KEL. DUSUN BARU)

This research is motivated by the problems found in class IV SDN 024 / XI Kel.Dusun Baru, Sungai Penuh City, Jambi Province. There are three students who have difficulty understanding the contents of a discourse reading text.Basically, students are already able to read, it's just that there are frequent additions, subtractions and omissions of letters when reading. During the learning process the teacher uses a demonstration method that explains the sub-theme of the three environments around me, then the teacher instructs the students to read the text entitled The Sun as a Source of Energy. After the reading activity is complete, there are three students who have problems understanding the contents of the discourse reading text.Therefore, researchers will use the explore ask read tell harvest (earth) method to improve reading comprehension skills for students having difficulty learning grade IV SD. The implementation of this research will be carried out in two cycles, each of which consists of: planning, implementing actions, observing and reflecting. Data collection techniques used were observation, documentation, and action tests. Based on the results obtained by the three fourth grade students on the ability to understand the contents of the discourse reading text, in the first cycle the results obtained were F 39%, Z 35% and R 52%. and in the second cycle the results obtained were F 65%, Z 66% and R 70%. Based on the data above, it can be concluded that students have improved in understanding the contents of a reading using the explore ask read tell harvest (earth) method.

신문 보도에 드러난 포스트코로나 시대의 독서담론

본 연구는 코로나19 바이러스 팬데믹 사태를 통과하며 인류사의 새로운 플롯으로 떠오른 포스트 코로나 담론 속에서, 독서의 미래를 조망하는 독서 담론이 어떻게 형성되고 유통되고 있는지 살펴보았다. 이를 위해 신문 보도가 독서 실태를 다루고 있는 양상을 시기별로 분석하고, 코로나 시대의 독서를 주요 키워드를 추출하였다. 분석 결과, 기사들은 팬데믹 시대에 독서가 사회적 거리두기로 인한 우울을 치유하고 어려운 시기를 극복할 수 있는 지적ㆍ심리적 방역 효과를 제공한다고 보았다. 또한, 사회적 거리두기와 언택트 생활방식이라는 위기가 오히려 디지털 독서 문화로의 진화를 가속화할 수 있는 기회로 작용하며 새로운 방식의 사회적 독서를 대중화시킬 수 있다고 진단하였다. 포스트 코로나 시대의 독서에 대한 긍정적이고 낙관론적인 태도를 조장하는 독서 담론을 무비판적으로 수용할 것이 아니라, 독서의 본질과 효용을 다시 한번 성찰해 보는 태도가 필요할 것이다.

On Teaching Strategies of Junior English Reading from the Perspective of Discourse Function

Reading is not only one of the difficult problems for students, but also one of the most important teaching parts for teachers. 126 students in Xingfeng Jiudu Middle School were taken as the research objects, and their English reading learning was investigated by means of questionnaire survey, so as to find problems existing in junior English reading teaching. Based on the three characteristics of discourse reading: integrity, comprehensiveness and applicability, the paper analyzes junior English reading teaching strategies from the three aspects of pre-reading, while-reading and post-reading. The research shows that under the guidance of discourse reading theory, using the method of discourse reading teaching is beneficial to stimulate students' interest in reading and improve their reading ability. For English teachers, it is also a good way to improve teaching efficiency and reduce teaching pressure.

A Research on the Cultivation of Critical Thinking Ability in College English Discourse Reading

English discourse reading is essentially a complex cognitive process for Chinese English learners, which can serve as a vital approach to help learners to construct meaning and cultivate their critical thinking ability. Based on relevant research on the cultivation of critical thinking ability and the teaching principles of “TERRIFIC”，this study designs and applies a teaching action plan that integrates the cultivation of critical thinking ability into discourse reading, and discusses the effects of the teaching practice. The study might provide some insights for the development of college English learners’ critical thinking ability.