Reading Of Literature Research Articles

Expériences techno-créatives pour dé-lire la littérature avec un jeu numérique épistémique, LBH 2.0

At the confluence of the didactics of creativity, the pedagogy of emotion and the ludology of learning, this article presents, in a co-actional and multicultural approach, the first conclusions of a collaborative research oriented by the design of a 2D video game LBH 2.0 (©2017), original adaptation of The Human Beast of Zola by students BTS (Brevet de technicien supérieur) and IUT (Institut universitaire de technologie). In the joint FLM and FLE learning space, we question the contribution of ludology to theteaching of literature on literary LBH 2.0 at the University of Castile-La Mancha (Spain) aims to revitalize the literary reading experience as a play-test.

Escrita e reescrita de narrativas ficcionais orientadas pelas propostas criativas de Gianni Rodari

Abstract Gianni Rodari (1982) presents consistent and entertaining alternatives for classroom textual production. Accordingly, an error is not a mistake to be corrected but a creative possibility of writing and rewriting. The objective of this action-research was to analyze the results of applying Rodarian proposals to the process of writing and rewriting fictional stories of 5th-grade students at a private school in Curitiba, Brazil. We conclude that the proposals efficiently formed literary readers and writers in elementary school.

Social Relationships in the Finite Province of Meaning of Reading Literature

In dialogue with theorists of reading (Iser, Rogers) in the Schutzian tradition of phenomenology, this paper focuses on social relationships in novels, between the author and the reader (as a relation of Predecessor to Successors), and especially the relationship between reader and characters of the novel. The lack of the reader’s bodily engagement with the characters contrasts with everyday life, in which one can bodily affect one’s interlocutor, resembles “direct social observation” and can function as a kind of epoché, initiating one into reading as a finite province of meaning. Within such a province, beyond the features of sociality and the epoché and like the epoché, the other features (form of spontaneity, tension of consciousness, experience of self, and temporality) all affect the reader‑character relationships, which in turn evoke adaptations in how these features are experienced in pragmatic everyday life.

Explaining the Sentence Superiority Effect and N400s Elicited by Words and Short Sentences with OB1-Reader.

Research into reading has benefitted from the emergence of powerful computational models that account for reading behavior at different levels. Such models become more powerful when the underlying anatomy, architecture or 'physiology' can be linked to the behavior of interest. OB1-reader is a reading model that simulates the processes underlying reading in the human brain. Previous studies showed that OB1-reader can account for various phenomena in the word recognition and text reading literatures. Here we aim to extend OB1's scope, by simulating behavioral performance and evoked EEG activity for two experimental word-recognition tasks: a flanker task in which unrelated flankers generated less accurate responses combined with a larger N400, and a sentence reading task in which words were recognized more accurately at central positions and within intact sentences, than at peripheral positions and in scrambled sentences. OB1 simulated several behavioral findings in both paradigms, including the so-called sentence superiority effect. Moreover, virtual event-related potentials (ERPs) generated from node activity in OB1 were compared to human ERPs. More lexical activity in OB1 predicted the size of the N400 component of human readers in both experiments, but not the N250.

MORPHONOLOGICAL PHENOMENA IN THE ENGLISH SCIENTIFIC AND TECHNICAL VOCABULARY

The purpose of this article is the study of morphonological phenomena in the word formation of the English language of science. Morphonology is a relatively new discipline, and before proceeding to the study of specific material. The authors consider it necessary to acquaint the reader with its main provisions. Morphonology word formation of modern English scientific and technical literature contributes to the standardization of terminological systems based on the mutual influence of the general standard language and the language of science as its functional type. It should be noted that there is no strict dependence between the parameters of word families and modifications of the basis, except for one thing: there is no change of the basis in the adverbial direction of the derivative. Morphological modifications of the producing base in one direction or another, as a rule, are obligatory, but optional. The scientific value is that the wide prevalence of morphological phenomena in the word formation of the English language puts forward the provision on taking into account morphological modifications in the producing basis in the formation of producing words, which is very important in the process of teaching professionally-oriented scientific English. The practical value of this research is that special research in the field of teaching reading literature in the specialty is the main purpose of teaching a foreign language to scientific and technical workers and students of non-linguistic universities. The article concludes that the practice of teaching foreign languages shows that the use of word formation achievements as one of the linguistic disciplines greatly facilitates learning a foreign language. The research uses a comparative method, transformational, descriptive, and semantic. The results of the study indicate the regularity and wide prevalence of morphonological modifications in the generating basis for the formation of derived words in the process of teaching English.

The role of gender, psychotype and language in motivation to read books among USA and Japanese students: Increasing motivation through 3D visualization and animation

The research evaluates the role of gender, psychotype, and foreign language proficiency in the motivation of students from the United States and Japan to read books. This study pertains to university students pursuing language translation as a professional orientation. The article employs a mixed-methods approach, combining quantitative analysis through surveys and assessments, a pre-post study, and qualitative intervention using 3D visualization and animation with Autodesk Maya software. The scholars used the Adult Motivation for Reading Scale (AMRS), the Bem Sex-Role Inventory (BSRI), the Keirsey Temperament Sorter (KTS), and the Assessment of Foreign Language Proficiency (AFLP) task sheet. Japanese students are more motivated to read books in a foreign language than American students, and, females from both Japan and the United States are more motivated to read books in a foreign language than males. The Keirsey approach to the psychotype helped the scholars reveal that the motivation to read foreign books was more developed in the Rationals psychotype of the two countries, and the least developed among Idealists psychotype in Japan and Artisans psychotype in the United States. The correlation matrix proved a strong positive result in the AMRS subscale factors and foreign language proficiency scores (r = 0.82 and r = 0.84 at p < 0.05) for students from the United States and Japan. A three-month intervention using the integration of 3D visualization and animation of Autodesk Maya found a positive impact on the motivation to read literature in a foreign language among students in both the US and Japan. The research promotes the scientific discussion of the different approaches used to investigate the role of gender, psychotype, and language knowledge in students' motivation to read books in a foreign language using 3D visualization and animation.

Roslan Jomel’s Experimental Short Stories and the Influences of Marquez and Murakami

In the 1970s, experimental Malay short stories underwent a profound change. Different factors such as writers’ exposure to other part of the world literature reading materials, including such schools of thought and international authors’ works, result in changes of writing techniques. Recent decade has witnessed the continued growth of experimental short stories and the emergence of numerous new authors with innovative styles and techniques. Roslan Jomel is one of the few experimental short story writers with a penchant for experimenting with new techniques and styles, to the point where critics have praised his originality and freshness. Considering this innovation, the purpose of this article is to describe the styles and techniques utilised by Roslan Jomel in his short stories. Through interviews with the writer and textual analysis of his short stories, it is evident that the short story writer demonstrates a proclivity for new narrative styles and techniques that contradict the conventions of previous experimental short story writing. His exposure to the works of international literary figures such as Gabriel Garcia Marquez and Haruki Murakami impacted his new techniques and styles. The influences of both authors in Roslan Jomel’s short stories is seen from the perspective of experimental fiction by Julie Armstrong

Old tales, new tools: How AI chatbots and the metaverse are transforming premodern classical literature reading activities

This study addresses the challenges faced by contemporary undergraduate students when engaging with premodern classical literature, focusing on difficulties with understanding archaic language and historical context. To tackle these issues, the research explores the impact of integrating modern digital technologies on comprehension and engagement in classical literature education. An experimental approach was adopted in a premodern literature class in South Korea, where one group used AI chatbots and a metaverse space for experiential reading, while a control group engaged in traditional reading activities. Through post-tests and questionnaires, the study assessed comprehension levels and perceived reading experiences. The results showed that the experimental group utilizing AI and metaverse technologies demonstrated higher levels of engagement, comprehension, and satisfaction compared to the control group. These findings provide empirical support for integrating digital technologies in classical literature reading education to improve sudents’ comprehension and engagement with the literary text.

The Effect of Critical Literacy-Based Literature Reading on Critical Thinking Skills: A Study on the First-Year Students in University

The Effect of Critical Literacy-Based Literature Reading on Critical Thinking Skills: A Study on the First-Year Students in University

Portrait of Islamic Economic Literacy on Students of Department Sharia Economics IAIN Kerinci

This study aims to investigate the level of Islalmic Economic Literacy (IEL) among students of the Department of Sharia Economics (DSE) Institut Agama Islam Negeri Kerinci (IAIN Kerinci). Investigation IEL levels in terms knowledge, understanding, and ability to apply attitudes (actions) from Islamic economics material that has been stuDSEd into everyday life. The research data comes from primary data collected using the Miles and Huberman model as a qualitative data analysis tool. This study shows that the level of IEL among students DSE IAIN Kerinci is in the pretty good category. This is evidenced by the fact that there are still many students who lack knowledge and understanding of Islamic economics material. Even though academic achievement or Grade Point Average (GPA) is above 3.50. It was even found that a higher GPA still lacks knowledge and understanding compared to a low GPA. Even though knowledge and understanding are still very minimal, the ability to apply attitudes (behavior) in daily economic activities has been applied in accordance with Islamic economics. This study can be the target of related parties to focus their full attention on increasing IEL in students DSE IAIN Kerinci. This study can also contribute to the reading of Islamic economics literature and the study of IEL, and at the same time, it opens up the door for further research.

БАШТАЛГЫЧ МЕКТЕПТЕ “АДАБИЙ ОКУУ” САБАГЫНДА ОКУРМАНДЫК ИШМЕРДҮҮЛҮКТҮ ӨНҮКТҮРҮҮНҮН ОРДУ ЖАНА МААНИСИ

The article describes the formation and development of the reading activity of primary school students in the lessons of literary reading. In the article, we will consider the importance and place of the formation and development of students' reading activity in the lessons of “Literary reading” in elementary school. It also gives an idea of the concepts of a qualified reader and reading culture. The lesson “Literary reading", reading activity, qualified reader, reading culture. Literary studies and literature classes have an important task – to prepare a qualified and literate reader who is able to understand and aesthetically evaluate the literary work of different eras and peoples, who is able to analyze a large number of domestic and foreign literature. To successfully solve the problem, it is necessary to get acquainted with the concept of "reading culture", consider its main components and further work on the formation of a literate reader through conscious and purposeful formation of reading activity from class to class. In the methodological literature, the concept of reading culture is a combination of interest in a book, extensive acquaintance with various literature, as well as special knowledge about the book and methods of working with it, skills and knowledge will help you read the book to the end. maximum.

Editorial: Empirical Research in Reading and Literary Education

The empirical studies on literary education and/or literary reading have often been situated on the margins of academia. The presumption of literature as an inexhaustible knowledge has distanced this type of research from the academic sphere, although in recent decades, novel approaches have emerged that have revitalized the discipline.

Interdisciplinary Research Overview of Secondary School Music Education

This study explores interdisciplinary research in secondary school music classrooms to enhance teaching concepts. It emphasizes the importance of blending music and literature to deepen students' understanding of the arts, promoting connections between music composition and literary reading, enhancing overall literacy, and fostering enthusiasm for artistic diversity. The study advocates for introducing aesthetic education to cultivate students' emotions and understanding of artistic creation, aiming to develop their sensitivity to beauty and independent aesthetic insights in music. Additionally, it underscores the importance of integrating visual arts teaching methods to create a more enriching learning experience, enhancing students' perceptual abilities in music and promoting diverse creative expression. The study also highlights the incorporation of STEAM education into music classrooms, fostering comprehensive learning in science, technology, engineering, arts, and mathematics, contributing to holistic student development and improving education quality. Ethical education elements are proposed to guide students in forming correct artistic perspectives and cultural values, nurturing a sense of responsibility. Lastly, the study emphasizes integrating traditional Chinese culture, especially poetry, into music education to stimulate students' interest, promote cultural inheritance and innovation, and contribute to China's cultural heritage in music education.

ОКУРМАНДЫК КЫЗЫГУУЛАР ПРОБЛЕМАСЫНЫН КЫРГЫЗ ПЕДАГОГИКА ЖАНА ПСИХОЛОГИЯ ИЛИМИНДЕ ИЗИЛДЕНИШИ

The article describes the state of the study of the problem of readers' interests in Kyrgyz pedagogy and psychology. The ideas about educational activities present in the early textbooks of Ishenala Arabaev and Kasym Tynystanov, as well as the problems of increasing the reader's interest of elementary school students and the methods of text selection used by the first methodologists Ayimzhan, S. Shamyrza uulu and S. Namatov, are reflected in this area of research. It describes how K. Sartbaev, B. Rysbekova and Z. Marazikova worked out ways to develop readers' interests in the subject of “Literary reading" in Soviet times. Their textbooks and methodological works included the developed technologies of their application in the classroom, and also reflected the forms and methods of organizing educational and reading activities of students, as described in the works of S.K. Rysbaev and other methodologists. In general, research, articles, and manuals on the problem of teaching literary works in primary schools and children's interest in books through them are subjected to a consistent and comprehensive analysis.

Understanding and Text Properties: Investigating Readers’ Sense-making Processes

Literary reading and the comprehension of literary text(s) has long been a key part of education. While reading comprehension in general has received a fair amount of attention, empirical research on comprehension processes of literary texts is still relatively rare; and yet, it is advisable to gain a thorough understanding of comprehension processes along with potential difficulties and hurdles to understanding specifically of literary texts. To address this issue, we analyse such comprehension processes in a group of university students of English as a second language, drawing on a test based on Shakespeare’s sonnet 43 which employs standardised, open-ended questions. Our research has two goals: firstly, to analyse readers’ approaches that result in a more or less successful decoding of the text they are presented with, and, secondly, to explore whether different textual phenomena help or hinder understanding. We find that strong and weak readers employ similar reading strategies, they do differ, however, with regard to their literary response, with weak readers more likely to draw on irrelevant associations not warranted by the text. In addition, we are able to show that some textual phenomena are more difficult to understand than others. We discuss possible implications of our findings for teaching.

Reading Literature: Catharsis, Duende, Pleasure and Bliss

In this study I purport to look into the relation between literature and its reception, from reading to literary criticism informed by theory. I start from Manguel and Hirsch’s accounts of reading literature and I continue with David Lodge’s contention that “reading a literary text is a process of continuous interpretation and evaluation” and that “the mere decision to go on reading a novel or a poem to its end is a kind of critical act” (Lodge 2003: 92). After a survey of Lodge’s four models of literary criticism and retaining his argument that criticism may even stifle creativity, I tackle the hypothesis posited by Paul de Man that literature resists theory. Drawing on Borges’s claim that any text is a rewriting of other texts, which underpins Gérard Genette’s theory of “architextuality” and “transtextuality” (Genette 1997: 1), I argue that any text absorbs other texts written before it and will be absorbed in its turn by texts written in its wake. My argument of the reception of literature based on the sense of duende (Hirsch 1999: 277) is rooted in Roland Barthes’s distinction between “pleasure” and “bliss”. I conclude that criticism in its most inspired form retains and restores a hedonistic and immersive bliss.

Begetting the Novel; or: On the Conception and Reproduction of a Literary Genre

By means of an in-depth, multi-level metafictional analysis of an exemplary case study, Jeffrey Eugenides’ Pulitzer-winning novel Middlesex (2002), this contribution aims at testing the historiographical and critical affordances of the ‘literature/generation nexus’, i.e., the culturalist reading of literature through the phenomenology and history of generations, and vice versa. The study’s purpose is a twofold one. It firstly and generally aims at exploring the metalinguistic tools offered by this methodology, with a view to identifying and solidifying several key critical tropes, such as tradition vs. innovation, ancestry vs. evolution, heritage vs. transformation, recessiveness vs. dominance, perpetuation vs. discontinuity, etc. Secondly, and more specifically, it seeks to shed light on the conception, reproduction, birth and growth of the novel form itself as a privileged creature in the modern generational (as well as cultural) ecosystem. The semantic intertwining of ‘genre’, ‘gender’ and ‘genius’ displayed by the examined case study – a chain of meanings that is actually among the most fruitful heritage of the Latin term generāre (“to beget”) – will be showcased as a prominent aspect of the novel form as a “synthesis of the heterogenetous” (Ricoeur 1984), and as a privileged laboratory for practices of contamination, hybridisation, cross-fertilisation (Bakhtin 1979), since its very inception in the early eighteenth century.

Особенности развития познавательного интереса младших школьников посредством групповой работы на уроках литературного чтения

Based on the results of the author's research, the article identifies the main problems and features of the cognitive interest of younger students, and identifies methods and means of its development. The general significance of cognitive interest in the structure of the educational environment of elementary school is substantiated and the key directions of the teacher's activity in the use of group forms of work in literary reading lessons are formulated.

Zakat Distribution for Women the Prostitution Victim as the Concept of Riqab

There are eight groups of zakat recipients and one of them is the riqab which is interpreted as a slave. The textual meaning of the riqab is no longer relevant today considering that slavery no longer exists. So that is the reason that the asnaf riqab is indirectly removed. This needs to be considered again so that the distribution of zakat can be evenly distributed to the eight asnaf. The current interpretation of the meaning of the riqab can be interpreted as human trafficking which is related to this, namely victims of sexual exploitation or prostitution. So the question is how to interpret the riqab for women who are victims of prostitution. This research is qualitative research in the form of a library research with data collection techniques, collecting and reading literature related to this research. The results of the research show that in this context the riqab is interpreted as a person who is shackled by social and religious beliefs, so that this problem includes women who are victims of prostitution. As the distribution of zakat for asnaf riqab does not give him the right to tamlik zakat assets, but rather to redeem the money for his automatic release to his master. Likewise, it is applied to the meaning of the riqab of prostitution victims, that zakat funds are used for rehabilitation with the aim of providing guidance so that the mustahik can get out of their shackled status.

Fiction vs. Reality: How Students Discover Real-Life Representations in Prose Using Engaged Reading

Background: The reading of fiction texts requires intense effort to integrate mind, emotion, and intrinsic reading motivation, in order to discover real-life representations. There is limited research in this area.&#x0D; Purpose: This study employs the engaged reading strategy combined with discovery learning, in order to investigate improvements in students’ competence in prose appreciation.&#x0D; Method: This study used a mixed-method design. Thirty-two Indonesian Language Education students participated in the study. Data was collected using student worksheets, observation, and semi-structured interviews. Data analysis was conducted by identifying and interpreting the results of prose appreciation for each reading activity.&#x0D; Results: This study found that while explaining the theme and through description students were able to activate prior knowledge. The students' reading motivation mainly focused on the intrinsic element of stories. They clearly understood the plot, characterizations, and messages, but supporting details varied because of the differences in students’ knowledge, experience, and social background related to short stories. In the post-reading stage, students revealed new knowledge and mental imagery. Based on our findings, engaged reading combined with discovery learning can enrich students' experience and ability to elaborate information, as well as to discover new knowledge about real-life representation in prose.&#x0D; Conclusion: Based on the research findings, teachers and lecturers are able to utilize the engaged reading strategy combined with discovery learning to promote students’ ability to read literature. Further research should involve more diverse participants. Experimental research could also examine the advantages and disadvantages of engaged reading and discovery learning.