Reading texts, reading people: Cognitive literary science and pedagogy

Tucker, Amanda

doi:10.1177/14740222211013757

Cited by 4 publications

(4 citation statements)

References 19 publications

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“…The modern stage of the development of computer linguodidactics is characterized by the understanding that computerization, without solving all the problems of language learning, can make the process of foreign-language communication much more efficient. To do this, the teacher needs to provide opportunities and restrictions on the use of computers in teaching the language, know the specifics of computer learning tools, navigate the criteria for assessing their quality, and master the methodology for integrating information technologies into the educational process (Tucker, 2022). Rottenhofer, M. et al explore the possibilities of forming skills such as pattern recognition, decomposition, abstraction, generalization (i. e., components of algorithmic thinking) in the process of learning English and Spanish (Rottenhofer et al, 2022).…”

Section: Foreign Studies Reviewmentioning

confidence: 99%

Research of the Possibilities of Interactive Simulators in Intercultural Communication for the Formation of Students' Algorithmic Thinking

2023

European Journal of Contemporary Education

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The requirements for the results of mastering the main educational program by students determine that a digital school graduate must have a culture of thinking, the ability to generalize, analyze, perceive information (including in a foreign language), set a goal and choose ways to achieve it. The development of relevant skills is actively taking place in the lessons of computer science, mathematics, physics, chemistry. Intercultural communication in the study of a foreign language and literature provides certain didactic opportunities for the formation of abilities to perform mental operations, choose the best way to achieve a goal, etc. To form the appropriate skills that determine the essence of algorithmic thinking, the authors propose to include the interactive simulators in the foreign language communicative activity of students. The methodology is based on the analysis of the capabilities of interactive simulators for various purposes: in online games (Lingo Play, Kid Mama), in quests (Learnis), in puzzles, crossword puzzles, and quizzes. The eTreniki online constructor is used (Kokla, Krypton, Morfanki, Kartofan services) to create a game simulator in the classroom.Research results. The students of the experimental group study services for creating interactive simulators and use them in intercultural communication. In conclusion, the possibilities of interactive simulators for the development of algorithmic thinking of schoolchildren in intercultural communication are formulated: activating cognition, determination of the structure of actions to achieve the goal, evaluation and analysis of the result, etc.

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Section: Foreign Studies Reviewmentioning

confidence: 99%

Research of the Possibilities of Interactive Simulators in Intercultural Communication for the Formation of Students' Algorithmic Thinking

2023

European Journal of Contemporary Education

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“…At present, students' perspectives in the formulation of language learning designs in other countries have begun to be used, especially in second language learning. Input and views from students are very useful in determining competency indicators because students directly experience it for themselves (Bellis & Garcia, 2018;Tucker, 2022). Literature learning is often underestimated in language learning because of its less functional role in everyday life and is rarely used as a reference in assessing language skills.…”

Section: Introductionmentioning

confidence: 99%

The Role of Literature Teaching in Improving Students' Language Skills

Noviadi

Sumiyadi

Permadi

2023

IJLTER

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Students' views on language learning are an important foundation in formulating language learning plans and processes. This study aims to look at students' views about the benefits of learning literature in language learning at the high school level. This study also seeks to reveal differences in the views of students from several schools. Researchers use a comprehensive approach to analyse students' views about the benefits of learning literature in learning. Researchers used a survey research method involving an open-ended questionnaire to see students' views on the benefits of learning literature in language learning. The research participants were 555 high school level students from fifteen schools. The research findings show that most students provide a positive view, that is, learning literature in learning Indonesian really supports the linguistic aspects of language learning. Generally, students' views of the benefits of literature are based on the teaching approach used sequentially from the largest to the smallest percentage, namely the language approach, the context approach, followed by the reader's approach and the text approach. The most proportionate combination of approaches is the language approach with context. Some differences from the research sample regarding the benefits of learning in aspects of supporting language skills are caused by differences in the style of approach or pedagogies used by teachers. The results implied that teachers can see and consider students' perspectives or views regarding the benefits of learning literature which are then used to support language learning.

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“…The benefits of literature in language learning have been demonstrated by researchers (Hall, 2005;Krashen, 2004;Brumfit, 1981). This has led to an increasing number of studies advocating for the integration of language and literature in foreign language classes (e.g., Tucker, 2022;Compton et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Chinese University English-Major Students’ Attitude Toward Literature Circles and Literature Reading

Ма

Ismail

Saharuddin

2023

IJLTER

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Of the four basic skills, namely, reading, is a fundamental tool that supports the development of other skills. In Chinese tertiary education, reading is a compulsory core subject for students. Although the benefits of teaching English reading through literature circles have been recognized in other countries for decades, there is still an insufficient practice of this activity among English-major students in the Chinese university context. This study aims to investigate the attitudes of Chinese English-major students toward literature circles as a method of teaching reading, and to determine the benefits of reading literature in language learning. The study employs a one-shot case study involving only one group exposed to the treatment, followed by a measure. Quantitative and qualitative data were collected to determine the participants' attitudes toward literature circles and their perception of the benefits of reading literature. An intact class of 41 students participated in this extracurricular reading activity through the convenience sampling method. The result obtained from the eight closed-ended questions indicated that the participants generally held favorable views toward literature circles. The results from the focus group interviews confirmed the benefits of reading literature in terms of cultural, linguistic, and personal enrichment. The findings suggest that more longitudinal studies involving comparison groups or qualitative studies are necessary to better understand the benefits of literature circles.

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Reading texts, reading people: Cognitive literary science and pedagogy

Cited by 4 publications

References 19 publications

Research of the Possibilities of Interactive Simulators in Intercultural Communication for the Formation of Students' Algorithmic Thinking

Research of the Possibilities of Interactive Simulators in Intercultural Communication for the Formation of Students' Algorithmic Thinking

The Role of Literature Teaching in Improving Students' Language Skills

Chinese University English-Major Students’ Attitude Toward Literature Circles and Literature Reading

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