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“‘How Do They Feel?’ Processing Others’ Emotions In Second Language Discourse.” Metadata:

• Title: ➤  ‘How Do They Feel?’ Processing Others’ Emotions In Second Language Discourse.
• Authors: Andrea G-G AldarizAlice FoucartEva maría moreno

Edition Identifiers:

• Internet Archive ID: osf-registrations-4pg2n-v1

“ERIC ED158232: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International, January Through March 1978 (Vol. 38 Nos. 7 Through 9). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With A Variety Of Topics, Including The Following: Semantic Constructivity In Children's Comprehension; Text-based Inferences Generated By Children In Reading Written Discourse; A Review Of Reading Comprehension Research; The Psycholinguistic Processes Of Beginning Readers; The Relationship Between Discourse Structures And Critical Reading; Information Processing And Retrieval Of Adult College Students; The Effects Of Anaphoric References, Typographically Modified Organizers, And Oral Prequestioning On Reading Comprehension; Word Analysis Strategies For Reading; The Effect Of Question Order On Reading Achievement; Sentence Characteristics That Influence The Comprehensibility Of Text; The Effect Of Chunking On The Recall Of Written Discourse; Types Of Information Addition In The Psycholinguistic Process Of Reading; The Relationship Of Knowledge Of Given Information To Reading Comprehension; Prose Learning As A Function Of Adjunct Questions And Individual Differences; And The Relationship Of Language Cues Used In Silent Reading To The Semantic And Syntactic Cues Revealed In Oral Reading Miscues. (GW)” Metadata:

• Title: ➤  ERIC ED158232: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International, January Through March 1978 (Vol. 38 Nos. 7 Through 9). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With A Variety Of Topics, Including The Following: Semantic Constructivity In Children's Comprehension; Text-based Inferences Generated By Children In Reading Written Discourse; A Review Of Reading Comprehension Research; The Psycholinguistic Processes Of Beginning Readers; The Relationship Between Discourse Structures And Critical Reading; Information Processing And Retrieval Of Adult College Students; The Effects Of Anaphoric References, Typographically Modified Organizers, And Oral Prequestioning On Reading Comprehension; Word Analysis Strategies For Reading; The Effect Of Question Order On Reading Achievement; Sentence Characteristics That Influence The Comprehensibility Of Text; The Effect Of Chunking On The Recall Of Written Discourse; Types Of Information Addition In The Psycholinguistic Process Of Reading; The Relationship Of Knowledge Of Given Information To Reading Comprehension; Prose Learning As A Function Of Adjunct Questions And Individual Differences; And The Relationship Of Language Cues Used In Silent Reading To The Semantic And Syntactic Cues Revealed In Oral Reading Miscues. (GW)
• Author: ERIC
• Language: English

“ERIC ED158232: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International, January Through March 1978 (Vol. 38 Nos. 7 Through 9). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With A Variety Of Topics, Including The Following: Semantic Constructivity In Children's Comprehension; Text-based Inferences Generated By Children In Reading Written Discourse; A Review Of Reading Comprehension Research; The Psycholinguistic Processes Of Beginning Readers; The Relationship Between Discourse Structures And Critical Reading; Information Processing And Retrieval Of Adult College Students; The Effects Of Anaphoric References, Typographically Modified Organizers, And Oral Prequestioning On Reading Comprehension; Word Analysis Strategies For Reading; The Effect Of Question Order On Reading Achievement; Sentence Characteristics That Influence The Comprehensibility Of Text; The Effect Of Chunking On The Recall Of Written Discourse; Types Of Information Addition In The Psycholinguistic Process Of Reading; The Relationship Of Knowledge Of Given Information To Reading Comprehension; Prose Learning As A Function Of Adjunct Questions And Individual Differences; And The Relationship Of Language Cues Used In Silent Reading To The Semantic And Syntactic Cues Revealed In Oral Reading Miscues. (GW)” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Adults - Advance Organizers - Annotated Bibliographies - Beginning Reading - Cognitive Processes - Critical Reading - Doctoral Dissertations - Elementary Secondary Education - Information Processing - Literature Reviews - Memory - Miscue Analysis - Oral Reading - Psycholinguistics - Reading Achievement - Reading Comprehension - Reading Processes - Reading Research - Recall (Psychology) - Sentence Structure - Silent Reading

Edition Identifiers:

• Internet Archive ID: ERIC_ED158232

“ERIC ED604026: Exploring Reading Strategy Use In Native And L2 Readers Research Comparing The Reading Strategy Use Of Native And Second Language (L2) Readers Has Often Relied On Self-report Measures And Has, At Times, Been Conducted Without Measures Of Reading Proficiency. In The Present Study, We Used Regression And Bayes' Factors To Explore How L2 Reader Status And Reading Proficiency Relate To Self-report Reading Strategy Use And The Use Of Situated Text Processing Strategies (i.e., Paraphrasing, Bridging, Elaboration). Data Were Collected From A South-Central Community College District As Part Of An Ongoing Study. L2 Status Did Not Predict Self-reported Strategy Use, Bridging, Or Elaboration, But Was Associated With Increased Paraphrasing (in The Regression Analysis Only). Reading Proficiency Was Negatively Associated With Self-reported Use Of Support Strategies, But Positively Predicted The Use Of All Situated Processing Strategies. Results Have Important Implications For L2 Learning And Instruction And Provide Insights Into Aspects Of Assessment For L2 Readers. [This Paper Will Be Published In "Discourse Processes." The Title Of The Published Article Will Be "Exploring Reading Strategy Use In Native And ESL Readers."]” Metadata:

• Title: ➤  ERIC ED604026: Exploring Reading Strategy Use In Native And L2 Readers Research Comparing The Reading Strategy Use Of Native And Second Language (L2) Readers Has Often Relied On Self-report Measures And Has, At Times, Been Conducted Without Measures Of Reading Proficiency. In The Present Study, We Used Regression And Bayes' Factors To Explore How L2 Reader Status And Reading Proficiency Relate To Self-report Reading Strategy Use And The Use Of Situated Text Processing Strategies (i.e., Paraphrasing, Bridging, Elaboration). Data Were Collected From A South-Central Community College District As Part Of An Ongoing Study. L2 Status Did Not Predict Self-reported Strategy Use, Bridging, Or Elaboration, But Was Associated With Increased Paraphrasing (in The Regression Analysis Only). Reading Proficiency Was Negatively Associated With Self-reported Use Of Support Strategies, But Positively Predicted The Use Of All Situated Processing Strategies. Results Have Important Implications For L2 Learning And Instruction And Provide Insights Into Aspects Of Assessment For L2 Readers. [This Paper Will Be Published In "Discourse Processes." The Title Of The Published Article Will Be "Exploring Reading Strategy Use In Native And ESL Readers."]
• Author: ERIC
• Language: English

“ERIC ED604026: Exploring Reading Strategy Use In Native And L2 Readers Research Comparing The Reading Strategy Use Of Native And Second Language (L2) Readers Has Often Relied On Self-report Measures And Has, At Times, Been Conducted Without Measures Of Reading Proficiency. In The Present Study, We Used Regression And Bayes' Factors To Explore How L2 Reader Status And Reading Proficiency Relate To Self-report Reading Strategy Use And The Use Of Situated Text Processing Strategies (i.e., Paraphrasing, Bridging, Elaboration). Data Were Collected From A South-Central Community College District As Part Of An Ongoing Study. L2 Status Did Not Predict Self-reported Strategy Use, Bridging, Or Elaboration, But Was Associated With Increased Paraphrasing (in The Regression Analysis Only). Reading Proficiency Was Negatively Associated With Self-reported Use Of Support Strategies, But Positively Predicted The Use Of All Situated Processing Strategies. Results Have Important Implications For L2 Learning And Instruction And Provide Insights Into Aspects Of Assessment For L2 Readers. [This Paper Will Be Published In "Discourse Processes." The Title Of The Published Article Will Be "Exploring Reading Strategy Use In Native And ESL Readers."]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Feller, Daniel P. Kopatich, Ryan D. Lech, Iwona Higgs, Karyn - Reading Strategies - Native Language - Second Language Learning - Language Proficiency - Reading Comprehension - Measurement Techniques - Community Colleges - Student Attitudes - Two Year College Students - Reading Processes - Correlation - Second Language Instruction - English (Second Language) - Student Characteristics - Measures (Individuals)

Edition Identifiers:

• Internet Archive ID: ERIC_ED604026

“Language Processing In Discourse : A Key To Felicitous Translation” Metadata:

• Title: ➤  Language Processing In Discourse : A Key To Felicitous Translation
• Author: Doherty, Monika, author
• Language: English

“Language Processing In Discourse : A Key To Felicitous Translation” Subjects and Themes:

• Subjects: ➤  Translating and interpreting - German language -- Translating into English - German language -- Discourse analysis - 17.45 translation studies - Traduction - Linguistique - Deutsch - Englisch - Informationsstruktur - Satz - Thema-Rhema-Gliederung - Übersetzung - Sprachverstehen - Übersetzungswissenschaft - Pragmatik - Vertalen - Engels - Duits

Edition Identifiers:

• Internet Archive ID: languageprocessi0000dohe