Reading Literacy in the Foreign Language. The Key Position of the Input Text and Its Selection

Rusnáková, Natália; Kučerková, Magda

doi:10.21125/inted.2021.1830

Cited by 3 publications

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“…Тип лицензирования авторов -лицензия творческого сообщества CC-BY the text and work with the text in French, in developing the student's reading skills such as understanding the main idea, searching for specific information, deducing the meaning of implicit information in the text, evaluation of the text and the like (Rusnáková & Kučerková, 2021). We pay considerable attention to metacognitive processes: knowing the limits in the process of understanding the text, awareness of your strategy of working with the text, identifying problems that require solution, creating plans and strategies, evaluation, self-evaluation and self-reflection.…”

Section: Levels Of Text Comprehension Cognitive Variables Of the Intervention Programme (Predictors)mentioning

confidence: 99%

Intervention Reading Comprehension Programme in French Language

Szabo¹,

Hučková²,

Hvozdíková³

2021

E&SD

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One of the priorities of European language policy is to maintain linguistic diversity, cultural identity and, last but not least, to promote effective foreign language learning. French language has a long tradition in the Slovak geographical area, whether in a historical, cultural or economic context. In the educational context over the last decade, however, it has become a second foreign language, which has begun to be reflected in particular in the declining numbers of pupils studying French. Quantitative indicators in the form of statistical yearbooks show a sixty to seventy-five percent decrease in the number of pupils learning French at different levels of education. The lower numbers of lessons, normally allocated for a second foreign language, affects the quality of the knowledge and language skills that the pupil has to acquire in order to be able to communicate at the required level in French. Based on the current position of French language in the Slovak school environment and the requirements that are placed on the language level of students, our goal was to design an effective tool that would take into account the various factors affecting the acquisition of foreign language competence of students in French. The main aim of our contribution is to present to the professional public a tool in the form of an intervention program, which specifically focuses on the development of one of the key language skills included in the Common European Framework of Reference for Languages, namely reading comprehension in French language. The degree of difficulty of its acquisition depends on several factors. The mastery of the linguistic, sociolingual and intercultural specifics typical for French language plays an important role in this process. In a broader sense, however, it is a much more complex process, which is also conditioned by cognitive, social and personality variables. These variables can also be called predictors or factors that significantly affect the understanding of a foreign language text. The overall concept of the intervention program is based on pre-research associated with measuring the level of reading comprehension and determining the predictors affecting students' comprehension of the text. Considering the pre-research carried out to determine the achieved level of pupils in reading comprehension, the proposed intervention program can be regarded as a preventive, but also a corrective tool for the development of language competence in French language. The compilation of an intervention program in the form of ten model intervention units for the development of reading comprehension in French has a precise structure and takes into account the ontogenetic specifics of the target group (third-year students of secondary education). The ambition of the intervention program is to include various possibilities and ways of working with text in French with regard to the development of the relevant predictor, and thus contribute to improve the quality of language education of students and last but not least to be an inspiration for teachers (as well as future teachers) of French language in a new original way.

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Section: Levels Of Text Comprehension Cognitive Variables Of the Intervention Programme (Predictors)mentioning

confidence: 99%

Intervention Reading Comprehension Programme in French Language

Szabo¹,

Hučková²,

Hvozdíková³

2021

E&SD

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Integrita Morálneho a Kritického Myslenia v Pregraduálnej Príprave v Odbore Učiteľstvo

Kosturková¹

2023

Sborník Z Mezinárodní Konference ICOLLE 2022: „Omnes, Omnia, Omnio“ Pro 21. Století

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Intellectual Virtues – Essential Characteristics for Today´s Teacher

Kosturková¹,

KNAPÍK²

2022

AD ALTA: Journal of Interdisciplinary Research

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Intellectual virtues are very important abilities of a future teacher. They play a major role in cultivating character and stimulating the critical thinking of the student. The intellectual virtue of rationality (trust in reason) is required for a person to develop a network of interconnected virtues – intellectual and moral, in which critical and moral thinking is integrated at the same time. The aim of the study is to identify how students of teaching perceive their own level of development of intellectual virtues. To discover the opinions of respondents, we used R. W. Paul’s scheme of affective strategies (1992), which we integrated with specific intellectual virtues. The research was carried out by n = 241 students of teaching at Prešov University in Prešov. It was the available sample. Due to the fact that the issue of intellectual virtues had so far been studied in Slovakia only in theory, we bring descriptive research and analysis of primary data. The results of the research indicate a lack of training for future teachers in this regard. We consider the absence of such research and, consequently, the absence of the development of the necessary skills in this regard to be the main reason.

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Reading Literacy in the Foreign Language. The Key Position of the Input Text and Its Selection

Cited by 3 publications

References 0 publications

Intervention Reading Comprehension Programme in French Language

Intervention Reading Comprehension Programme in French Language

Integrita Morálneho a Kritického Myslenia v Pregraduálnej Príprave v Odbore Učiteľstvo

Intellectual Virtues – Essential Characteristics for Today´s Teacher

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