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Text Processing and Memory in EFL Reading: The Role of Relevance Instructions
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Kimura, Yukino. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
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Inteligibilidade e convencionalidade em textos de divulgação da área médica em português brasileiro ; Readability and conventionality in expository texts in Brazilian Portuguese
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Inteligibilidade e convencionalidade em textos de divulgação da área médica em português brasileiro / Readability and conventionality in expository texts in Brazilian Portuguese
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In: Revista de Estudos da Linguagem, Vol 29, Iss 2, Pp 959-998 (2021) (2021)
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Inteligibilidade e convencionalidade em textos de divulgação da área médica : uma análise à luz da linguística de corpus
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| 5 |
An Investigation of Pictography and Verbal Rehearsal on College Students’ Recall of Expository Texts
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In: All Graduate Plan B and other Reports (2020)
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| 14 |
Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory
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| 15 |
25 anys de recerca en didàctica de la llengua
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 10, Núm. 1 (2017): ; p. 9-19 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 10, Núm. 1 (2017): (2017)
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| 16 |
Semantic Context Clues in Expository Texts for TOEFL iBT Reading
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In: http://www.mcser.org/journal/index.php/mjss/article/download/5497/5302/ (2015)
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| 17 |
Intercompreensão em línguas românicas: uma abordagem do texto expositivo no 1º Ciclo do Ensino Básico
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| 18 |
Textual sequences in oral genre: analysis of a university level expositive class
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In: Filologia e Linguística Portuguesa, Vol 17, Iss 1, Pp 179-203 (2015) (2015)
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| 19 |
The influence of question type, text availability, answer confidence and language background on student comprehension of an expository text
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Abstract:
Published online: 19 Dec 2013 ; Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background. ; Fernando Marmolejo-Ramos, Julia Miller and Chad Habel
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Keyword:
academic reading; confidence ratings; expository texts; higher education; question type; text availability; text comprehension
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URL: https://doi.org/10.1080/07294360.2013.863841
http://hdl.handle.net/2440/90283
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| 20 |
Anaphoric resources in expository texts produced by children: The impact of a didactic sequence
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In: Colombian Applied Linguistics Journal, Vol 15, Iss 2, Pp 156-165 (2014) (2014)
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