Search results for: Texts
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Words and Terms with Double Meanings (in Everyday Language and in Academic Disciplines) as a Source of Misconceptions
The main purpose of everyday language is to enable fast and economical communication among people from the same culture and context. Everyday language is based on the premise that people participating in a discourse understand its context and are aware of language shortcuts and codes. Usually, therefore, no problems arise due to the fact that a term has more than one meaning or that codes are used. Disciplinary languages are also means of communication; however, their formality and commitment to accuracy, clarity, and equivocality cause academic technical expressions to be lengthy and without shortcuts. Language in academic disciplines comprises two kinds of terms: academic technical or professional, discipline-specific terms and terms that have a meaning that differs from their everyday meaning.
Updated: Jan. 25, 2016
In this article, the authors suggest a third conceptual model, identity literacy, to understand the essence of literacy. This model is based in developmental psychology’s concept of identity. Qualitative methodology was used to explore teachers’ ideas regarding teaching texts. Three themes regarding teachers’ ideas on the proper way to teach texts emerged from the analysis: Good textual study is potentially personally meaningful; good teaching accentuates the potential of texts to trigger identity processes in the reader; and for students to learn to read in this manner, a particular stance toward texts needs to be taught.
Updated: May. 28, 2012
The article examines the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. A body of 45 studies was identified, considering reader characteristics of ability, experience, knowledge, and interest.
Updated: May. 18, 2009
Action research that attempts to engage practitioners in self reflexivity and textual analysis is a fertile site for a consideration of how silences are used in research settings to communicate meanings previously ignored because they were unspoken. In order to consider these silences as purposeful strategic moves on the part of research participants, I propose a problematic of silence that allows the silences to breathe and speak.
Updated: Dec. 31, 2007