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Discourse Comprehension

Discourse Comprehension
Author: Charles A. Weaver, III
Publisher: Routledge
Total Pages: 426
Release: 2012-12-06
Genre: Language Arts & Disciplines
ISBN: 1136482741

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This volume is derived from presentations given at a conference hosted in Boulder, Colorado in honor of the 60th birthday of Walter Kintsch. Though the contents of the talks, and thus the chapters, varied widely, all had one thing in common -- they were inspired to some degree by the work of Walter Kintsch. When making plans for an edited book centered around this conference, the editors had a primary goal: to acknowledge the wide variety of researchers and research areas Kintsch had influenced. As a consequence, one of the more unusual elements of this volume is the diversity of the contributors. Researchers from six different countries contributed chapters to this book which is loosely organized around three main thrusts of Kintsch's work: * text-based representations that explain how meaning in a text is constructed, * situation models which represent what the text is about rather than what a text literally says, and * the construction-integration model, Kintsch's most recent work in discourse comprehension.


Comprehending Oral and Written Language

Comprehending Oral and Written Language
Author: Rosalind Horowitz
Publisher: BRILL
Total Pages: 431
Release: 2023-10-16
Genre: Language Arts & Disciplines
ISBN: 9004653430

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Written by respected researchers in their field, this book is about the skills beyond basic word recognition that are necessary for the processing and comprehension of spoken and written language. The major topics presented are as follows: language and text analysis; cognitive processing and comprehension; development of literacy; literacy and schooling; and, factors influencing listening and reading.


Reading Comprehension Strategies

Reading Comprehension Strategies
Author: Danielle S. McNamara
Publisher: Psychology Press
Total Pages: 538
Release: 2007
Genre: Education
ISBN: 0805859675

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First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.


Teaching Reading to English Language Learners

Teaching Reading to English Language Learners
Author: Kristin Lems
Publisher: Guilford Press
Total Pages: 273
Release: 2009-11-20
Genre: Language Arts & Disciplines
ISBN: 1606234706

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Written specifically for K–12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected—linguistics and literacy—with a focus on what works in the classroom. Teachers learn effective practices for supporting students as they build core competencies not just for reading in English, but also for listening, speaking, and writing. Engaging vignettes and examples illustrate ways to promote ELLs’ communicative skills across the content areas and in formal and informal settings.


The Teaching of Comprehension

The Teaching of Comprehension
Author: English Teaching Information Centre
Publisher:
Total Pages: 116
Release: 1978
Genre: Applied linguistics
ISBN:

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Topic Continuity in Discourse

Topic Continuity in Discourse
Author: T. Givón
Publisher: John Benjamins Publishing
Total Pages: 498
Release: 1983-01-01
Genre: Language Arts & Disciplines
ISBN: 9027280258

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The functional notion of “topic” or “topicality” has suffered, traditionally, from two distinct drawbacks. First, it has remained largely ill defined or intuitively defined. And second, quite often its definition boiled down to structure-dependent circularity. This volume represents a major departure from past practices, without rejecting both their intuitive appeal and the many good results yielded by them. First, “topic” and “topicality” are re-analyzed as a scalar property, rather than as an either/or discrete prime. Second, the graded property of “topicality” is firmly connected with sensible cognitive notions culled from gestalt psychology, such as “predictability” or “continuity”. Third, we develop and utilize precise measures and quantified methods by which the property of “topicality” of clausal arguments can be studied in connected discourse, and thus be properly hinged in its rightful context, that of topic identification, maintenance and recoverability in discourse. Fourth, we show that many grammatical phenomena which used to be studied by linguists in isolation, all partake in one functional domain of grammar, that of topic identification. Finally, we demonstrate the validity of this new approach to the study of “topic” and “topicality” by applying the same text-based quantifying method to a number of typologically-diverse languages, in studying actual texts. Languages studied here are: Written and spoken English, spoken Spanish, Biblical Hebrew, Amharic, Hausa, Japanese, Chamorro and Ute.