Reading Comprehension of Subject-specific Texts in a Foreign Language: The Role of Background Knowledge

Alenka Umek

doi:10.4312/as.26.2.105-124

Avtorji

Alenka Umek Univerza v Ljubljani, Ekonomska fakulteta

DOI:

https://doi.org/10.4312/as.26.2.105-124

Ključne besede:

bralno razumevanje, tuji jezik, predznanje, metoda glasnega razmišljanja, strokovna besedila, disciplinarna/strokovna pismenost

Povzetek

Študija obravnava vzorce, ki jih študenti ekonomskih in poslovnih ved uporabljajo v procesu bralnega razumevanja strokovnih besedil v tujem jeziku, zlasti v povezavi z rabo strokovnega predznanja. Uporabili smo metodo glasnega razmišljanja ob branju. Bralne protokole smo kodirali in določili 17 kodirnih kategorij. Rezultate smo primerjali med dvema skupinama bralcev z različnim predznanjem, ki smo ju določili s testom strokovnega predznanja. Podatke smo povezali z rezultati testa bralnega razumevanja in poiskali ključne vzorce. Bralci z boljšim strokovnim predznanjem so pogosteje uporabili pravilno parafraziranje, sklepanje, pojasnjevanje in vrednotenje. Na drugi strani pa so bralci s šibkejšim strokovnim predznanjem pogosteje uporabili lokalni pristop k branju, s tem da so se bolj osredinili na posamezne besede. Pri tem so med rabo slovenskega jezika vključevali angleške izraze ter nepravilne ali približne parafraze. Pogosteje so tudi opozorili, da prebranega ne razumejo. Na podlagi izsledkov sklenemo študijo z nekaj napotki za poučevanje bralnega razumevanja v tujem jeziku in razvijanje disciplinarne pismenosti.

Prenosi

Podatki o prenosih še niso na voljo.

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