Developing Foreign Language Text Comprehension in the Process of Application of Intervention Program for Reading Comprehension in English

Страновска, Эва; Stranovska, Eva; Gadusova, Zdenka

doi:10.21125/inted.2022.1123

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The novelty factor in teaching can therefore be understood as the willingness to accept, process, experiment or consider diverse learning possibilities. Tolerating new situations in the procedure of ac uiring a foreign language is considered an crucial learning style (Ba , 2 15 Dewaele p, 2 1 Dewaele ei, 2 1 Gadu ová et al, 2 21 Roubalová et al, 2023;Khonamri et al, 2020;Stranovská, 2011;Stranovská et al, 2019;Stranovská & Ficzere, 2022;Tokárová et al, 2023 and others), while the emphasis is put on the acquisition of skills (listening, reading, speaking, writing comprehension), their practice and performance, i.e. practical use not only in the educational process but especially in ordinary life situations.…”

Section: Introductionmentioning

confidence: 99%

The Importance of the Novelty Factor in Teaching Listening Comprehension

Ficzere,

Haringa,

Weiss

2024

JECS

View full text Add to dashboard Cite

Aim. Acquiring the skill of listening comprehension can be considered as a difficult process, which is influenced by the personality traits of the student. Tolerance of novelty is an inherent and innovative factor in teaching a foreign language, which plays an important role in the effective processing of new information. The aim of the research is to determine the difference in listening comprehension performance between groups with different levels of tolerance of novelty. Methods. We used standardised test to determine listening comprehension efficiency and the subscale of the Tolerance of Ambiguity Scale instrument to determine the degree of tolerance of novelty. The research was implemented with 154 university students who studied professional English at language level B2. Results. A statistically significant difference in listening comprehension between respondents with high and average levels of tolerance of novelty was confirmed. Furthermore, we found significantly different listening performance between respondents with high and low tolerance of novelty. Respondents with a high tolerance of novelty deliver greater results in listening in a foreign language than people with an average and low level of tolerance of novelty. Conclusion. Research shows that students with a higher tolerance of novelty are more willing to experiment with new, alternative forms and language structures in a foreign language. The personality factor of tolerance of novelty belongs to relatively dynamic personality characteristics that can be optimised with the help of the teacher's deliberate action and in this way simultaneously stimulate the cognitive processes of listening and understanding.

show abstract

Section: Introductionmentioning

confidence: 99%

The Importance of the Novelty Factor in Teaching Listening Comprehension

Ficzere,

Haringa,

Weiss

2024

JECS

View full text Add to dashboard Cite

show abstract

“…Another research by Capellini, Pinto, Cunha (2015) focused on teachers, while their goal was to examine the efficiency of intervention program focused on the reading comprehension. Stranovská & Ficzere (2019); Stranovská, Gadušová & Szabó (2022); Stranovská, Gadušová & Horníčková (2022); Stranovská, Ficzere & Szabó (2022); Stranovská, Ficzere & Gadušová (2022); Gadušová, Pavlíková & Havettová (2021) deal with the topic whereby the focus on interconnection of cognitive and metacognitive processes as they influence the comprehension. They also paid attention to the type of text, in order to familiarize the students with various types of text, with several styles of reading, such as extensive and intensive reading of the text.…”

Section: Introductionmentioning

confidence: 99%

The Improvement of Reading Comprehension of English Texts by Slovak Learners Via Intervention Program

Stranovská,

Sokol,

Haringa

2023

RREM

View full text Add to dashboard Cite

Our paper is concerned with improving reading comprehension by intervention or intervention program for reading comprehension for English language. This program facilitates the individual into thinking and learning, as well as their progress at the level of cognitive and metacognitive processes, emotional and social factors. Cognitive and metacognitive processes stimulate comprehension of written texts. Emotional and social factors support self-efficiency in the process of developing comprehension. With this, we have the opportunity to improve reading comprehension in a greater manner. The research goal of our paper is to find out the effect of intervention for improving reading comprehension skills of Slovak high school students, specifically in regards to reading English texts, as well as to find out the strength of improvement in reading comprehension and the duration of this improvement. Our selected research sample consists of Slovak ESL students with the proficiency level of B1 according to CEFR. Chosen research methods were a didactic test (test of reading comprehension for English language) and experiment (the intervention itself). Findings in particular research groups support the intervention’s efficiency.

show abstract

Developing Foreign Language Text Comprehension in the Process of Application of Intervention Program for Reading Comprehension in English

Cited by 2 publications

References 0 publications

The Importance of the Novelty Factor in Teaching Listening Comprehension

The Importance of the Novelty Factor in Teaching Listening Comprehension

The Improvement of Reading Comprehension of English Texts by Slovak Learners Via Intervention Program

Contact Info

Product

Resources

About