Cognitive Models and Literary Competence of Junior High School Students

Abstract

This descriptive-correlation study examined the relationship of the public junior high school students' perception on the relevance of cognitive models in studying literature to their literary competence. Utilizing a questionnaire and a literary competence test in gathering data, the results revealed that the 251 respondents deemed that cultural model as relevant for this model prepare them to be multi-culturally literate individuals. They also found that the vicarious experiences gained from studying literature enabled them to make personal connection with literary texts especially on the universality of human existence that afforded them to perceive personal growth model as relevant. Also, the respondents perceived language model as relevant

Corpus Analysis of High School Learners’ Research Papers in Health Science (2016-2019)

“…At this point, the support of the supervisor or the advice of the scientific adviser (Berhman, 2006) plays an important role (Berhman, 2006); deliberate and well-founded university-school cooperation has become a necessity in the development of RP (Aizsila, 2012). At the same time, we can talk about the necessity and importance of developing not only research but also literary or linguistic competences of the high school learner, which was studied in more detail in the articles of Latvian and foreign authors, for example, (Skalberga, 2012;Kony & Rimpelä, 2012;Pace, 2017;Bañez et al, 2019).…”