4,045 research outputs found
Comparing Technical Students\u27 L1 and L2 Reading Levels
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Why exposure to prosody should precede the teaching of reading
Japanese students of EFL typically demonstrate superior reading comprehension to oral skills. This is a reflection of an examination system weighted in favour of reading comprehension skills (see Garant, 2000). However attaining reading comprehension skills without an oral foundation is burdensome (Watanabe, 2002) and typically requires considerable memorization. Studies of first language acquisition indicate the formative role of prosody in developing reading comprehension. (Fox, 2010; Whalley & Hansen, 2006). Japanese EFL learners would benefit from increased exposure to prosody in order to develop reading comprehension more efficiently.å€åœèªãšããŠè±èªãåŠç¿ããæ¥æ¬äººåŠçã¯ãéåžžãäŒè©±åãããèªè§£åãåªããŠãããèªè§£åã«éãã眮ããå
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KORELASI KEMAMPUAN MENULIS DAN MEMBACA HURUF HIRAGANA PADA SISWA KELAS XI-BAHASA SMAN 1 CERME GRESIK TAHUN AJARAN 2020/2021
Abstract
This study aims to determine the correlation between writing skills and the ability to read hiragana letterstoward Language students of grade XI of SMAN 1 Cerme Gresik for the 2020/2021 academic year period.The research method used is an associative/correlational approach. The sample of this research is 35 students.Based on the statistical calculations, the ability to write hiragana letters are qualified as very great, since 21students get scores around 80-100. The ability to read hiragana letters are also qualified as very well, since22 students get scores around 80-100. The correlation between writing ability and reading hiragana letters is0.506, meaning that rxy > rtable (0.506 > 0.3338) is categorized as strong enough. This indicates that there is acorrelation between the ability to write and the ability to read hiragana letters among Language students ofgrade XI of SMAN 1 Cerme Gresik for the 2020/2021 academic year period.Keywords: correlation, writing and reading skills, hiragana letters.
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Essential Issues for L2 Reading Assessment with Special Reference to the Construct of Reading
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¥ãæ代ã®è±èªèªè§£åã®ãã¹ãïŒè©äŸ¡ïŒæž¬å®ã«ã€ããŠçµè«ã¥ãããAssessing L2 reading ability is complicated as it involves not only the ability to read, but also the knowledge of and ability to use the second or foreign language (SFL). In order to assess or test a personâs ability to read and understand texts in an SFL context, it is important to understand what comprehension is, and what one has to know and do in order to be able to read. Without knowledge of what reading involves, what is technically known as the construct of SFL reading, one cannot develop a valid test of reading. In other words, in order to test the ability to read, one needs to have a theory of reading. This paper deals with basic issues of L2 reading assessment as follows: 1) the construct of reading, 2) the subskills of reading ability, 3) test method of reading, and 4) related issues on L2 reading assessment. The reading construct is most likely under-represented by all well-known standardized reading assessment systems. The point is the extent to which we can and should measure reading construct skills and subskills. Computers and new media are likely to alter the evolution of reading tasks and tests. We must recognize that the ability to read online texts is becoming an important part of the general construct of reading. As a result, more attention should be paid to this area in regards to reading assessment
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èŠã§ããããšã瀺åããããIn the present study, we investigated the relationship between reading comprehension and subcomponents of reading comprehension in children who have begun to read characters at every comprehension level. We divided the reading comprehension levels into 3 grades. Individuals in the first group did not understand a short sentence, individuals in the second group understood short sentences, and individuals in the third group understood paragraphs. We examined the relationships between reading comprehension and subcomponents, such as reading speed, vocabulary, and working memory with language processing capacity. Results indicated that there was a significant correlation with reading comprehension and ability for reading speed, vocabulary, and working memory with language processing capacity. In addition, reading speed was significant in the first group and second group. Reading speed, vocabulary and working memory with language processing capacity were significant in the second group and third group. It was necessary to achieve higher constant reading speed for short sentence understanding. Therefore, effectiveness of phoneme encoding was suggested to be relevant to comprehension. In addition, it was suggested that vocabulary and working memory with language processing capacity were necessary along with constant speed for phoneme encoding for sentence understanding.åèOriginal Articleåœç«æ
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PROPOSAL OF ARITHMETIC LESSON MODEL WITH ITS EMPHASIS ON PISA TYPE OF READINGABILITY
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ãšã®è©±ãåãã®äžã§èªå·±ã®èããæ¯ãè¿ãããšã§ãããã掻çšããšã¯ãç²åŸããç¥èãæèœãèãæ¹ãåµé çã»çºå±çã«æ°ããªåŠç¿ãæ¥åžžç掻ã«çãããããšã§ããã以äžã®ããã«èããŠãPISAåèªè§£åãè²æããææ¥ã¢ãã«ãéçºãããIn view of an unsatisfactory result of PISA type of reading ability with Japanese pupils, the improvement of that ability is of vital importance. Keeping before us a specific image of achievement with PISA type of reading ability, we can make clear the goal and the means to meet it. What sort of abilities, then, are meant by the development of the reading power? The constituent factors of PISA type of reading ability represent understanding, reflections, and their applications. The ability to understand is to be able to get necessary information out of the problem, and to arrive at our own ideas that are fouded and expressed mathematically by diagrams and charts. The capability of reflection is to explain our ideas, and to reflect on their full implications in communication with others. Application of our ideas would mean the power of utilizing the acquired knowledge, skills, and ways of thinking in furthering the study and in finding its implications in our everyday life. Keeping these in perspective, let us suggest a lesson model that helps to nurture PISA type of reading ability
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