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Why reading is important when learning foreign language
The importance of learning a foreign language
Importance of learning foreign languages
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For Foreign language learners, reading is a crucial skill that can improve their language especially with literary works, which have different intentions, styles, and special use of techniques and devices. The process of reading can occur easily if the text carries the same culture values ,customs or beliefs of the reader. In contrast, the reader may encounter some difficulties in comprehending this kind of text when the writer has a different culture “this lack of common cultural schema between writers and readers is likely to cause varying degrees of misunderstandings or misperceptions in cross-cultural communication” (Carrell & Eisterhold, 1983; Boxer, 2002). For this reason students have to get engaged more in those cultures. Thus, schemata …show more content…
What motivate the readers to construct and extract meaning from their pre-existing knowledge known as readers’ background knowledge or schemata. Carrell and Esterhold (1983) agrees,” … text, any text, whether written or spoken, does not by itself carry meaning . Rather, according to schema theory, a text only provides the direction for listeners or readers as to how they should retrieve or construct meaning from their own, previously acquired knowledge.” (76). Thus , our evaluating , comprehending and interpreting for the literary text depends not only on the text itself which just provides hints, but also to the cultural knowledge already gained by the reader to gain the general meaning of the text .
2.Types of Schemata Mainly, there are different types sub-categorized from schemata, namely, linguistic, formal schemata, content schemata and cultural schemata which affect the comprehension and appreciation of the text.
Linguistic Schemata Linguistic schemata tackle the reader’s existent language competence including grammar rules, vocabulary and idioms. It is very important in reading comprehension because understanding what the text is saying is the key to interpret the message
... of language and education is the most important in this story and society. The make use of two different languages in a narrative, provides a reader a perplexing yet fascinating image of characterization and customs. Multilingual story telling pushes the reader to decelerate and acquire supplemental focus on the expressions which are in the small fragments, however as soon as the reader has figured out the foreign words, he or she acquires a priceless picture of the theme of this story. The panorama of native words and phrases, cultural perceptions, and class dispute taken from the incorporation of two different languages are helpful for the reader to obtain significance that he or she couldn't gain if exclusively one language was employed in the story. Just as the power of language is applied to unveil a society, a better comprehension is provided to the reader.
In the introduction of Thomas C. Foster’s How to Read Literature Like a Professor, Foster sets the scene for the upcoming chapters by pointing out crucial literary devices. Through several references, it is further explained how memories, symbols and patterns help to create broader understandings throughout literary texts. Foster continues by stating that the usage of these devices establishes the advanced readers from “the rest of the crowd” (xxvii).
reader creates “supplementary meaning” to the text by unconsciously setting up tension, also called binary opposition. Culler describes this process in his statement “The process of thematic interpretation requires us to move from facts towards values, so we can develop each thematic complex, retaining the opposition between them” (294). Though supplementary meaning created within the text can take many forms, within V...
Reading literary texts from different cultures such as the Mesoamerican natives versus the European explorers can revolutionize a profound understanding. This understanding teaches readers how misinterpretation of language can occur between different groups of people because of different cultural perspectives. Therefore, to illustrate an accurate picture of language barriers between these cultures the reader must analyze two separate texts.
In order to understand linguistic intelligence it is important to understand the mechanisms that control speech and language. These mechanisms can be broken down into four major groups: speech generation (talking), speech comprehension (hearing), writing generation (writing), and writing comprehension (reading).
As we have learned already, the author of a text has a purpose. This purpose may be to inform, entertain or to persuade, among many other purposes. In order to determine the author purpose one must first know what it is that they are reading. If you are reading a textbook, the author wants to inform you. If you are reading a story, the author wants to entertain you. If you are reading a brochure or speech, the author wants to persuade you.
In this essay, I have compared the different types of language choices and how they conveyed their two similar plots but extremely different respective themes.
Bartlett’s study involved the Indian folk story ‘War of the Ghosts’. He wanted to investigate the effect of schema on participant’s recall of a story. Participants were asked to read the story and then asked to recall it after a period of time. He found that the story became shorter and participants often added their own interpretation and the whole theme of the ghosts...
Linguistic knowledge mainly consists of four parts, and they are Phonology, Morphology, Syntax and Pragmatics. Phonology forms systems and patterns, which allows speakers to produce sounds in order to make meaningful sentence. For example, nt always appears in the middle or at the end of the words but not at the beginning. Morphology studies how words are formed as well as their relationship to other words in the language you know, which allows you to know the internal structure and the category of the word. For example, “undesirability” has four morphemes: un + desire + able + ity. Syntax refers to rules that are used to form a sentence. We have some fixed rules to determine the structure of a sentence such as “S+V+O”. In order to attain the certain effect, however, the sentence structure can change. For example, “I cannot do this thing” can be changed into “Do this thing I cannot” to emphasis the degree of rejection by the word “cannot”. Pragmatics mainly concerned with the use of language in social contexts. For example, “Turn left and you will find the post
A child’s schema can be seen as part of their inspiration for learning, their unquenchable drive to move, illustrate, discuss, and inquire about (Phillips & Pearce, 2011). According to Woolfolk, Winne and Perry, “schemas (sometimes called schemata) are abstract knowledge structures that organize vast amounts of information” (2015, p. 277). These schemas are mental structures that escort an individuals perception and comprehension of known and unknown experiences and allow an individual to symbolize large amounts of complex data, make assumptions, and make sense of new information (2015). Through the gathering of additional research, it was noted that the term schema possess several definitions as defined by various individuals. These various
The author defines schemata as how our mind relates our past experiences and reactions to the new things we perceive through our sight. Sometimes when the things we see fit our expectation and our schemata, our past experiences help us to interpret. But when we see things that are different from our experiences and unexpected, our schemata can sometimes confuses our minds and causes misinterpretation - seeing things the way we want them to be. The function of schemata can be illustrated by the following example. Some people cannot swim or even hydrophobia because they have been pushed into the water or drowned when they were small, not because they didn't learn. For these people, the first interpretation they have when they see a swimming pool would probably be "it is a very dangerous place where you might be drowned, so don't go near it!" For some of them, no matter how hard you try to make them understand that swimming doesn't equal drowning, they will never try to go into the swimming pool. But for some of them who might be persuaded to try to overcome this challenge would find out that swimming pool is actually not dangerous if you know how to swim; after that, they will have a completely different interpretation of swimming pool. In this example, people who remain terrified of the swimming pool are making a misinterpretation by selecting the wrong schemata which relates to their past experiences. People who later learned not to be afraid of swimming have selected new schemata to interpret swimming pool.
Such views influence both L1 and L2 reading studies. Kern (2000) explains the importance of the social and personal interpretation of reading, he says that readers have the freedom to interpret texts in any way they like if they do not deviate from the so-called interpretive constraints. In terms of fo...
At this level, the investigation specifically targets the linguistic dimension of discourse: phonological (stress, pitch, volume, intonation) or graphical structures (headlines, bold characters, layout); syntactic structures (word order, topicalization, clausal relations, split constructions); semantic structures (explicit vs. implicit, implications – insinuations, vagueness, presuppositions, allusions, symbolism, collective symbolism, figurativeness, metaphorism); pragmatics (intention, mood, opinion, perspective, relative distance); formal structures (idioms, sayings, clichés, set phrases, language patterns); logic and composition of the discourse (argumentation – strategy, types, cohesion,
Nowadays, many people think reading is not necessary, since there are so many sources of information and types of entertainment, such as TV, cinema and the Internet. I believe they are wrong because reading is very beneficial in many ways.
As time goes by and as the global community develops, the world grows more and more international, making second or third language acquisition become necessary to the majority. With the growing importance of multiple language ability, more and more parents think of bilingual or multilingual education, which means acquisitions of two or more languages, for their kids. In fact, we do have many reasons showing why multilingual education is important and beneficial, such as aspects of interpersonal relationship, employment, brain health, and so on.