Knowledge Structure Measures of Reader’s Situation Models Across Languages: Translation Engenders Richer Structure

Kim, Kyung; Clariana, Roy B.

doi:10.1007/s10758-015-9246-8

Cited by 29 publications

(9 citation statements)

References 46 publications

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“…Students who learn English as a foreign language read word by word in their attempt to understand the meaning of text without deciding which words are the most important to help in understanding the whole text (Kim and Clariana, 2015;Kathleen, 2013). In the traditional method of teaching, the teachers train students to employ whatever techniques that may help them to extract general meaning of the text (Kaplan and Norton, 1996 andLawson et al, 1998).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Concept Map Technique as a New Method for Whole Text Translation

Krishan¹

2017

ELT

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This study discusses the use of concept map tool as a new method for teaching translation (from English language to Arabic language). This study comprised 80 students divided into two groups. The first group was taught the new vocabulary by using the concept tool method, whereas the second group was taught the new vocabulary by the traditional method. Pre-test and test of homogeneity was administered in order to ensure the equivalence of the students. During the training, the two groups were subjected to evaluation tests (first, second and final) in which the students were asked to summarize text into a paragraph by translation. The differences between the two methods were compared by using t-test. Results of pre-test indicated that the difference between the two groups was not significant and the scores were linearly distributed. Results of students' scores between the two groups for the first exam was not significant, however, the difference between the two groups for second, final and total scores was significant. It was seen that the introduced method of text translation improves the student skills compared with the traditional method.Keywords: learning, translation, skills and concept mapping Theoretical BackgroundStudents who learn English as a foreign language read word by word in their attempt to understand the meaning of text without deciding which words are the most important to help in understanding the whole text (Kim and Clariana, 2015;Kathleen, 2013). In the traditional method of teaching, the teachers train students to employ whatever techniques that may help them to extract general meaning of the text (Kaplan and Norton, 1996 andLawson et al., 1998). Foreign language teachers' methods varied and they were dependent on the way in which approach emphasized different language skills (Miller, 2007). Prevailing approaches to foreign language teaching are influenced by contemporary trend in linguistics (Langacker, 2001). Little attention was given to the techniques that could help students to develop their skills in translation of English text into another language (Meyer, 2001). Concept map tool is a web-based, online version that runs on all modern web browsers. It is designed to be utilized from a desktop or laptop and is not meant to be used by web browsers on tablets and smart phones that rely on tapping (Dagenais et al., 2012). Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts (Tomson, 1997). Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts (Chang, 2011). Translation performance can be improved when the methods and strategies are specifically targeted and taught with the purpose of developing the empirical research based on translation and interpreting studies (Yingjun, 2014). The objective of this study is to investigate the effectivene...

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Section: Theoretical Backgroundmentioning

confidence: 99%

Concept Map Technique as a New Method for Whole Text Translation

Krishan¹

2017

ELT

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“…GIKS is unique in that it can provide specific feedback in the form of a visual representation of knowledge structure inherent in the text's key concepts (i.e., identified keywords) and their proximity relationships (i.e., distance between keywords). It has user buttons that change the display of the network graph to show errors only, correct associations only, and both; and that provides a list of missing terms and missing links and prompts the student to revise and resubmit their essay (e.g., Clariana, Wolfe, and Kim 2014;Fesel, Segers, Clariana, and Verhoeven 2015;Kim and Clariana 2015).…”

Section: Introductionmentioning

confidence: 99%

Computer-Automated Approach for Scoring Short Essays in an Introductory Statistics Course

Zimmerman

Kang

Kim

et al. 2018

Journal of Statistics Education

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Over two semesters short essay prompts were developed for use with the Graphical Interface for Knowledge Structure (GIKS), an automated essay scoring system. Participants were students in an undergraduate-level online introductory statistics course. The GIKS compares students' writing samples with an expert's to produce keyword occurrence and links in common scores which can be used to construct a visual representation of an individual's knowledge structure. Each semester, students responded to the same two essay prompts during the first and last week of the course. All responses were scored by the GIKS and two instructors. Evidence for the validity of scores obtained using the GIKS was provided through the use of correlations with instructors' scores and final exam scores. Changes in scores from the beginning to end of the course were examined. Suggestions for writing open-ended prompts that work well with computer-automated scoring systems are given as well as suggestions for using the GIKS as a formative learning activity as opposed to summative assessment.

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“…The text base is a hierarchical system, with propositions of different statuses occupying different levels and having different strengths. It represents the surface-level, literal meaning the text is intended to convey-both a linear sequence of words and a relational set of concepts (Kim & Clariana, 2013). The last level is the situation model, which is the mental representation of the text.…”

Section: Theoretical Framework Of Readingmentioning

confidence: 99%

“…L2 language features that directly impact deeper-level comprehension are culturallyspecific content knowledge and text-organizational conventions (Abu-Rabia, 1996;Carrell, 1984;Kang, 1992;Sharp, 2010). L2 readers do not have the appropriate L2 background knowledge available (Carrell, 1984;Eggington, 1987;Nassaji, 2007), leading to a fragmented, less vivacious, and less finely structured comprehension at a deeper level (Kim & Clariana, 2013;Koda, 2005;Steffensen, Goetz, & Cheng, 1999).…”

Section: Deeper-level Comprehension Buildingmentioning

confidence: 99%

“…Readers' retelling scripts could provide insights into how readers reconstruct text meaning by integrating and coordinating textual information, personalizing the content via background knowledge, relating text ideas to the readers' own experiences, and interpreting the author's implied messages, feelings, and purposes (Bernfeld et al, 2013;Ferstl & Kintsch, 1999). The way readers organize their recalls reflect their mental representations of the text: a linear arrangement that only matches the textsurface structure suggests a less-developed representation, while a more hierarchical structure that captures the embedded idea relations signals a coherent and integrated representation (Kim & Clariana, 2013;Klois, Segers, & Verhoeven, 2013).…”

Section: Informal Diagnostic Reading Assessment Techniquesmentioning

confidence: 99%

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Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers

Yang¹

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Assessment is important for second language (L2) reading instruction. Compared to standardized tests, informal assessment tools reveal richer information about learners' reading processes and problems, so they provide more helpful information for teachers. To date, few informal diagnostic tools have been developed for L2 reading, and none that is practical and reliable exists for Chinese L2 reading. This study aims to fill this gap by investigating how performance of oral word reading, word segmentation, and oral passage reading relate to comprehension. It also seeks to determine how well the three tasks detect reading problems and evaluate the difficulty levels of instructional materials. A total of 70 beginning English-speaking learners of Chinese participated in this study. The results showed that all three tasks assess comprehension as effectively as the standardized test, and oral passage reading is the most robust assessment tool. The three diagnostic instruments can also be used to evaluate instructional material difficulty. Two of the three textbook-equivalent texts examined in this study fit learners' reading level, although most learners felt one of the texts was too difficult to read. L2 readers develop their componential skills in different ways, although the crucial role of word-level processing remains stable across reader patterns. The quantity and quality of the learners' errors in completing the three tasks provide useful insights into their reading processes and problems. The study's findings suggested that the three tasks are effective diagnostic tools for Chinese L2 reading and indicated the importance of developing reading fluency and training word-level processing skills. v

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Knowledge Structure Measures of Reader’s Situation Models Across Languages: Translation Engenders Richer Structure

Cited by 29 publications

References 46 publications

Concept Map Technique as a New Method for Whole Text Translation

Concept Map Technique as a New Method for Whole Text Translation

Computer-Automated Approach for Scoring Short Essays in an Introductory Statistics Course

Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers

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