Language Reading Research Articles

The Effectiveness of a Critical Literacy Model to Improve Students’ Critical Literacy Skills

In the current era of media saturation, the emphasis on teaching reading is on cultivating students' critical literacy abilities. This enables them to examine the specific social and political biases conveyed by an author and form a critical perspective on the topics addressed in a text. The objective of this study is to evaluate the efficacy of a critical literacy model in enhancing students' critical literacy abilities during English as a Foreign Language (EFL) Reading classes. A quantitative analytic method was employed for experimental study. The study was conducted in the English Language Education Study Program at a private university situated in Yogyakarta. There were 20 students in the sampling. The individuals in question were students in their fifth semester who enroll in the Critical Reading Class during the Odd Semester of the Academic Year 2022/2023. The data were acquired through the methods of observation, questionnaire administration, interviews, and reading assessments. The study's findings showed that the model was effective, as evidenced by the results of the independent T test indicate a statistically significant difference, with a significance level (two-tailed) below 0.05. In addition, the scores of the pre-test and post-tests in the experimental class surpassed those in the control class. The experimental group demonstrated a substantial improvement in their post-test score, achieving a gain of 3.64 points. In summary, the implementation of the critical literacy framework yielded significant improvements in students' critical literacy skills across various dimensions, including precision, coherence, profundity, analysis, and the identification of latent implications.

A Holistic Needs Analysis for Developing Critical Reading Material to Enhance EFL Reading Proficiency

This study delves into the development of critical reading material for English as a Foreign Language (EFL) reading classes through a comprehensive need analysis. Employing the Four D model encompassing defining, designing, developing, and disseminating, the research process unfolded in distinct phases. The initial phase involved a preliminary investigation at the English Language Education Department of Muhammadiyah Purworejo University to discern students' challenges within real-time learning contexts. Subsequently, a prototype of the needs analysis was formulated based on the findings from the preliminary study. Validation of this needs analysis occurred through consultation with two experts and field testing to ascertain the questionnaire's efficacy. The validation process revealed a high feasibility rate (85%) in assessing students' needs. Additionally, a preliminary field test involving 30 students from the English Language Education Department at Muhammadiyah Purworejo University was conducted to evaluate the questionnaire's practicality. The outcomes of the needs analysis served as a foundational framework for the development of critical reading materials, subsequently utilized in EFL reading classes.

Research on the Auxiliary Role of Thinking Maps in High School Language Reading Teaching

Research on the Auxiliary Role of Thinking Maps in High School Language Reading Teaching

Development of a culturally enhanced caregiver-facilitated language nutrition intervention "+Language is Medicine" to address developmental delay in Diné (Navajo) toddlers.

Developmental Delay (DD) is highly common in American Indian and Alaska Native (AI/AN; Indigenous) toddlers and leads to high numbers of AI/AN children who eventually need special education services. AI/AN children are 2.89 times more likely to receive special education compared to other children in the U.S., yet developmental disorders are more frequently under diagnosed and untreated in AI/AN infants and toddlers. DD, which can be identified as early as toddlerhood, can lead to negative impacts on developmental trajectories, school readiness, and long-term health. Signs of DD can be identified early with proper developmental screening and remediated with high quality early intervention that includes effective parent training. There are many evidence-based language facilitation interventions often used in Early Intervention programs. However, in communities in rural parts of the Navajo Nation where there are limited services and resources, infants and toddlers with early signs of DD are often missed and do not get the culturally responsive support and evidence-based intervention they deserve. The community-based +Language is Medicine (+LiM) study team partnered with tribal home visitors, community members, and a Diné linguist/elder using a collaborative virtual workgroup approach in 2021 and 2022 to present the +LiM pilot study aims and to discuss strategies for enhancing a language intervention for toddlers experiencing DD in their tribal community. This paper will detail the stages of community engagement, intervention enhancement and preparation for field testing of the +LiM intervention to address elevated rates of DD in toddlers in the Northern Agency of the Navajo Nation. Two major outcomes from this collaborative workgroup included: (1) a team-initiated redefining of language nutrition to align with Indigenous values that center cultural connectedness and native language use and (2) a five-lesson caregiver-facilitated curriculum titled +Language is Medicine which includes caregiver lessons on language nutrition, language facilitation, shared book reading, pretend play, and incorporation of native language into home routines. These two workgroup outcomes were leveraged to develop a pilot pre-/post-intervention study to test the effectiveness of the +LiM intervention with caregiver-toddler dyads living on the Navajo Nation. Delivering tailored child interventions through tribal home visiting are cost-effective and innovative methods for reaching reservation-based families who benefit from culturally responsive parent coaching and instruction. The +LiM team has applied a precision tribal home visiting approach to enhance methods of early intervention for children with DD. Our enhancement process was grounded in Indigenous community-based participatory research that centered culture and language.

The Role of Letter-Speech Sound Integration in Native and Second Language Reading: A Study in Native Japanese Readers Learning English.

The automatic activation of letter-speech sound (L-SS) associations is a vital step in typical reading acquisition. However, the contribution of L-SS integration during nonalphabetic native and alphabetic second language (L2) reading remains unclear. This study explored whether L-SS integration plays a similar role in a nonalphabetic language as in alphabetic languages and its contribution to L2 reading among native Japanese-speaking adults with varying English proficiency. A priming paradigm in Japanese and English was performed by presenting visual letters or symbols, followed by auditory sounds. We compared behavioral and event-related responses elicited by congruent letter-sound pairs, incongruent pairs, and baseline condition (symbol-sound pairs). The behavioral experiment revealed shorter RTs in the congruent condition for Japanese and English tasks, suggesting a facilitation effect of congruency. The ERP experiment results showed an increased early N1 response to Japanese congruent pairs compared to corresponding incongruent stimuli at the left frontotemporal electrodes. Interestingly, advanced English learners exhibited greater activities in bilateral but predominantly right-lateralized frontotemporal regions for the congruent condition within the N1 time window. Moreover, the enhancement of P2 response to congruent pairs was observed in intermediate English learners. These findings indicate that, despite deviations from native language processing, advanced speakers may successfully integrate letters and sounds during English reading, whereas intermediate learners may encounter difficulty in achieving L-SS integration when reading L2. Furthermore, our results suggest that L2 proficiency may affect the level of automaticity in L-SS integration, with the right P2 congruency effect playing a compensatory role for intermediate learners.

Subject-wise English language reading skill of bachelor level engineering students of Mid-West University of Nepal

This research investigates the subject-wise English language reading skills of bachelor level engineering students at Mid-West University in Nepal, aiming to bridge a crucial gap in understanding their comprehension levels, vocabulary acquisition, and reading strategies across various disciplines. Drawing on the specialized form of English language instruction known as English for Academic Purposes (EAP), the study assesses students' proficiency in comprehending academic materials. Despite challenges in implementation, EAP instructors recognize the value of formative assessment in enhancing student learning and academic performance. The findings reveal significant variations in reading preferences and habits across engineering disciplines, highlighting areas for focused assistance and development of reading abilities. Specifically, students studying computer engineering demonstrate higher mean reading proficiency compared to their counterparts in civil and hydropower engineering. The study underscores the importance of English language proficiency for academic success, particularly in fields like engineering where collaboration and communication span global boundaries. It also sheds light on the gradual progress and reforms in English language education in Nepal, emphasizing the need for tailored interventions and resources to enhance reading skills among engineering students. Recommendations include investing in teacher training programs focused on EAP methodologies, developing tailored resources, and promoting interdisciplinary collaborations to address subject-specific reading challenges. By addressing these recommendations, Nepal can better prepare its engineering students to succeed in academic and professional contexts where English proficiency is essential.

Domestication and Foreignization Translation Strategies Used in Nepali Constitution

This research examines the domestication and foreignization translation strategies used in the Constitution of Nepal 2015 analyzing official and unofficial translations of the constitution. How these translation strategies have been used to convey the source language (SL) message to the target language (TL) readers despite the linguistic and cultural differences is searched. The corporate author’s official translation of the Law Book Management Board (LBMB) and the unofficial translation by the International Institute for Democracy and Electoral Assistance (IDEA) have been used to collect, analyze, and interpret data. Venuti’s translation theory of domestication and foreignization is used for the theoretical framework. The objective of this research is to find the effectiveness of these two strategies for the translation of the Nepali constitution. This research finds both the domestication and the foreignization translation strategies have been used in parallel for the translation of the Constitution of Nepal 2015. It concludes that using both strategies simultaneously as complements of one another increases the comprehensibility of the translation.

Comparative Studies on English Translation of the Four Main Characters’ Titles in “Xiyouji”

The study aims to compare Anthony C. Yu’s and W. J. F. Jenner’s translations of the four main characters’ titles in “Xiyouji.” By categorizing the main characters’ titles using a statistical methodology and determining what the characters’ personalities are embodied in the main titles, the study analyzes which translation is more appropriate from the perspective of cultural communication. The most frequently used titles for “孙悟空(Sun Wukong)” are “(孙)行者(Pilgrim/Moneky)” and “(齐天)大圣(Great Sage),” accounting for 48% and 14% of his 119 titles. For “唐玄奘(Tang Xuanzang),” the predominant titles are “师父(Mater)” and “三藏(Sanzang/Tripitaka),” making up 40% and 25% of his 17 titles. “猪悟能(Zhu Wuneng)” is most commonly called “(猪)八戒(Eight Rules/Pig)” and “呆子(Idiot),” constituting 73% and 18 % of his 11 titles. As for “沙悟净(Sha Wujing),” the prevalent titles are “沙和尚(Sha Monk)” and “悟净 (Wujing),” encompassing 90% and 7% of his seven titles. Whether Sun Wukong’s justice, braveness and supernatural ability and his role as the crisis solver of the pilgrimage, Tang Sanzang’s wisdom, leadership and enlightenment and role as the leader, Zhu Wuneng’s transgressive nature and role as the rule breaker or Sha Wujing’s devoutness and role as the follower, their titles reflect their personalities and positions in the narrative. By comparing Yu’s and Jenner’s translations of these titles, the paper observes that Yu’s translation conveys the implied meanings. In contrast, Jenner’s translation is straightforward and simplified. Yu’s translation is more beneficial for the target language readers to understand Chinese Culture.

Scope assignment in quantifier-negation sentences in early Korean-Chinese bilinguals’ grammars

Quantifier-negation sentences allow an inverse scope reading in many languages, but this phenomenon is not observed in Chinese. Building on the work of Chen and Huan (2023), this study investigates whether early Korean-Chinese bilinguals can make a distinction between Korean and Chinese in terms of the inverse scope. Employing the sentence-picture matching truth value judgment experiment from Chen and Huan (2023), we recruited a group of 23 early Korean-Chinese bilinguals and 15 monolingual Korean speakers. The experimental results aligned with those of Chen and Huan (2023), which identified three distinct groups of bilinguals. The first group permits an inverse scope reading in both Korean and Chinese, the second group prohibits it in both languages, and the third group successfully distinguishes between Korean and Chinese regarding inverse scope. These findings suggest that early bilinguals may experience long-lasting crosslinguistic influence that extends into adulthood. They may adopt either of two opposite strategies when constructing sentences, both of which can potentially minimize syntactic differences between their two languages.

Study on the Translation of Verbal Humor in Bridget Jones’s Diary from the Perspective of Relevance Theory

Humor is a common phenomenon in daily life. Essentially, it is a special form of verbal communication. Since humor bears special language and cultural characteristics, the difficulty of translation is self-evident for translators. For many years, the translatability and untranslatability of humor have been the focus of the argument among scholars. Relevance theory attempts to explain the mechanism of humor generation and its translation from the perspective of cognition. Under the framework of relevance theory, this paper takes Bridget Jones's Diary and its Chinese version as the research object to explore the translation strategies of verbal humor, and evaluate whether the Chinese translation can represent the same humorous effect as the original. The results show that the translator adopts direct and indirect translation strategies when translating verbal humor, and the translation strategies have effectively achieved the same humorous effect as the original to some extent if the target language readers share the similar cognitive environment with the source language readers in some situations. Nevertheless, the humorous effects may not be fully conveyed in the target texts, especially when translating culturally loaded words and idiomatic expressions. In such cases, the author puts forward some tentative suggestions for improving the translated texts. The study makes an attempt to provide a feasibility analysis for the studies on translation of verbal humor in diary novels.

Comprehension monitoring across languages – The effect of online feedback

BackgroundReading and comprehending texts is challenging for students in higher education, especially when reading in English as a foreign language (EFL). An important component of efficient reading comprehension is the ability to accurately self-monitor understanding and performance, though most readers are not accurate at monitoring their comprehension. AimsThis study investigated whether online, immediate and repetitive feedback on the process of calibration of comprehension, can improve comprehension monitoring when reading in native (L1) and foreign languages (FL), and whether such improvement can be generalized across languages. SampleParticipants were 138 undergraduate Hebrew-English bilingual university students. MethodsMonitoring accuracy was calculated through the paradigm of ‘calibration of comprehension’. Participants were divided into four study groups according to the language of reading (L1 or FL) and the exposure to feedback on calibration (with or without). Participants attended a total of five study sessions: a pre-exposure session, three exposure sessions and a fifth post-exposure session. ResultsOnly students who engaged with texts in the FL and received feedback showed improved monitoring accuracy. This improvement did not generalize to their L1. ConclusionsPedagogically, these results indicate that comprehension monitoring skills can be improved through online, immediate and repetitive feedback, especially in the FL. We suggest that FL comprehension was amenable to change because it met the optimal level of text difficulty to engage participants with the monitoring process. Thus, online feedback supported by digital technology may offer distinctive educational opportunities for bolstering comprehension monitoring.

Current state of knowledge and theories on second language reading

There is a thorny controversy regarding defining second language (L2) reading based on the required levels of interacting with the decoded texts and including theories that could prevent or facilitate the L2 process. This research attempts to fill the gap through providing a comprehensive analysis to the current state of knowledge and theories on second language reading; schema theory, orthographic depth hypothesis, socio-cultural theory, as well as influence from prior educational experiences, the concept of common underlying proficiency, and cross-language interference. Understanding such second language reading-related theories and hypotheses could enhance redirecting the attention to more practicality and reliability in the field as well as justifying insufficient learning outcomes of second language reading; dedicated particularly to Saudi EFL learners.

Development and Optimization of Language Reading Comprehension Aids Based on Natural Language Processing

This study looks into the development and optimization of language reading comprehension aids based on Natural Language Processing (NLP) and assesses their usefulness in improving reading comprehension skills. Using a structured methodology that includes data collection, model training, interface design, and empirical evaluation, the study highlights the revolutionary potential of NLP technology in improving comprehension instruction. A random sample of 100 individuals from various educational backgrounds was randomized to experimental and control groups, with the former using NLP-based tools and the latter using traditional study methods. Following a four-week intervention session, participants were given standardized reading comprehension exams. The results show a considerable difference in comprehension scores between the experimental and control groups, with the former scoring significantly higher. Also, interaction with certain characteristics in the experimental group, such as text summary and tailored recommendations, was strongly connected with comprehension outcomes. These findings emphasize the relevance of tailored, adaptive help in text comprehension and the potential of NLP-based aids in boosting educational outcomes. While the study provides persuasive evidence for the efficacy of NLP technology in improving reading comprehension, additional research is needed to investigate the findings' generalizability across varied groups and educational settings.

Theorizing "Exercise Book" Through the Perspectives of Three Translation Theorists Jakobson, Derrida and Benjamin

A noble translator uncovers a text for the target language readers. An amateur translator, on the other hand, may destroy the prospect, beauty, and liveliness of the text. Therefore, while translating a text, a translator has to turn on his/her utmost possible creative aptitude along with a fanciful imagination of linguistic ability in context. The text “Exercise Book” is a short story, the translation of “Khata”, extracted from the collection of Rabindranath Tagore's short stories titled Rabindranath Tagore: Selected Short Stories, translated by William Radice. This analysis attempts to explore the emotional narrative and discovers if it interprets the subjectivity of Uma’s feelings and thoughts depicted in the short story “Khata” relatively. In addition, this paper is an exertion to understand and scrutinize which category of the translation does this story follow, while translating a text whether it is a sense-for-sense translation or word-for-word translation and whether it is a literary art form or not. For theorizing the translated short story three translation theories by Jakobson, Derrida and Benjamin have been reconnoitered in the paper. Keywords: Translator, creative, sense-for-sense, word-for-word, art, translation

Theorizing "Exercise Book" Through the Perspectives of Three Translation Theorists Jakobson, Derrida and Benjamin

A noble translator uncovers a text for the target language readers. An amateur translator, on the other hand, may destroy the prospect, beauty, and liveliness of the text. Therefore, while translating a text, a translator has to turn on his/her utmost possible creative aptitude along with a fanciful imagination of linguistic ability in context. The text “Exercise Book” is a short story, the translation of “Khata”, extracted from the collection of Rabindranath Tagore's short stories titled Rabindranath Tagore: Selected Short Stories, translated by William Radice. This analysis attempts to explore the emotional narrative and discovers if it interprets the subjectivity of Uma’s feelings and thoughts depicted in the short story “Khata” relatively. In addition, this paper is an exertion to understand and scrutinize which category of the translation does this story follow, while translating a text whether it is a sense-for-sense translation or word-for-word translation and whether it is a literary art form or not. For theorizing the translated short story three translation theories by Jakobson, Derrida and Benjamin have been reconnoitered in the paper. Keywords: Translator, creative, sense-for-sense, word-for-word, art, translation

Theorizing "Exercise Book" Through the Perspectives of Three Translation Theorists Jakobson, Derrida and Benjamin

A noble translator uncovers a text for the target language readers. An amateur translator, on the other hand, may destroy the prospect, beauty, and liveliness of the text. Therefore, while translating a text, a translator has to turn on his/her utmost possible creative aptitude along with a fanciful imagination of linguistic ability in context. The text “Exercise Book” is a short story, the translation of “Khata”, extracted from the collection of Rabindranath Tagore's short stories titled Rabindranath Tagore: Selected Short Stories, translated by William Radice. This analysis attempts to explore the emotional narrative and discovers if it interprets the subjectivity of Uma’s feelings and thoughts depicted in the short story “Khata” relatively. In addition, this paper is an exertion to understand and scrutinize which category of the translation does this story follow, while translating a text whether it is a sense-for-sense translation or word-for-word translation and whether it is a literary art form or not. For theorizing the translated short story three translation theories by Jakobson, Derrida and Benjamin have been reconnoitered in the paper. Keywords: Translator, creative, sense-for-sense, word-for-word, art, translation

Longitudinal effects of socioeconomic status on first and second language reading development: evidence from Chinese children learning English

AbstractWhile it has been shown that socioeconomic status (SES) is important for children’s literacy development in their first language (L1), less is known about its association with reading in a second language (L2). The present study examined the different effects of SES on the acquisition of reading in Chinese as L1 and English as L2 from ages 7 to 11, among 291 Chinese children. The results showed that the contribution of SES to Chinese word reading was not significant. In contrast, SES significantly predicted English word reading. Mediation analyses revealed that SES had direct and indirect effects on English word reading, through phonological awareness and letter name knowledge, but only an indirect effect on Chinese word reading through phonological awareness and vocabulary knowledge. These findings highlight the importance of SES for reading acquisition in L2, and the influence of language-specific characteristics on the cognitive/linguistic skills required to master reading in a specific language.

Electrophysiological evidence of lexical processing impacted by foreign language reading anxiety

Extensive studies have been conducted on the impact of foreign language reading anxiety on reading, primarily focusing on pedagogy and behavior but lacking electrophysiological evidence. The current study aimed to investigate the influence of foreign language reading anxiety on reading and its underlying mechanisms. The results revealed a negative correlation between foreign language reading anxiety and foreign language reading performance, irrespective of the native language. Adults with low levels of foreign language reading anxiety (LFLRA) demonstrated a significant difference in early lexical component N170 amplitude between foreign and native languages. However, this effect was not observed in adults with high levels of foreign language reading anxiety (HFLRA). In terms of N170 latency, HFLRA showed a longer N170 for the foreign language compared to the native language. Furthermore, the N170 effects were predominantly localized over the left occipitotemporal electrodes. Regarding N400 latency, a significant difference was found in LFLRA individuals between foreign and native language processing, while HFLRA individuals did not exhibit this difference. These findings suggest that HFLRA individuals experience inefficient lexical processing (such as orthography or semantics) during reading in foreign language.

China's Foreign State Immunity Law: A View from the United States

On September 1, 2023, the Standing Committee of the National People's Congress promulgated the Foreign State Immunity Law (FSIL) of the People's Republic of China, which adopts the restrictive theory of foreign state immunity. This article has two goals. First, the article introduces China's FSIL to English language readers by explaining its provisions in some detail. Second, the article provides a U.S. perspective on the FSIL by comparing it to the U.S. Foreign Sovereign Immunities Act (FSIA) and discussing the U.S. experience with foreign state immunity.

A Report on E-C Translation of This May Hurt a Little

Humorous fiction, as a form of popular literature, focuses on real-life episodes that are laugh-out-loud funny. The protagonists of such novels are often characterized by comical or silly traits, or fools who always meet with misfortune in their acts of kindness and helpfulness. By skillfully depicting the weaknesses and flaws of these characters as well as a series of coincidences and misunderstandings, humor novels successfully reflect the real face of life and the author's creative ideas. This form of literature not only brings readers a relaxing and enjoyable reading experience, but also allows them to appreciate the fun and wisdom of life while reading. The author of the translated material is Eric Nicol, a writer who specializes in writing humorous works and has won numerous awards related to humorous books. The work, entitled This May Hurt a Little, tells a heartbreaking story about the tragic loss of the main character's decaying tooth and the ups and downs of his emotions during a visit to the dentist. The author describes with sardonic wit how he copes with his rotting and bleeding tooth. This paper chooses Eugene Nida's Functional Equivalence to analyze the humorous novel in an attempt to preserve the style and linguistic expressions of the original text, so that the target language readers can get the same feeling as the readers of the original text. The content of this paper includes 5 parts. The first part is an introduction to the work and the author as well as the linguistic feature; the second part is an introduction of the theory of functional equivalence translation; the third part is an introduction of the translation process; the fourth part is a case study under the theory of functional equivalence translation including the translation of words and sentences, and the fifth part is the conclusion, i.e., the enlightenment and the lesson.