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1

Charakterystyka wzajemnych powiązań tekstu z dyskursem

100%

Płowens J.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2017

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issue 23

61-74

EN

The paper aims to explain the interconnections between text and discourse. It presents some views on discourse and text, and concludes that discourse has the superior and multicodal character in relation to text. An assumption is made that text has a dual nature; it is a product of language, and part of communication. Moreover, the author makes an attempt to describe the role of context as a kind of mechanism which links the level of text with the area of discourse, thus rendering the text comprehensible. In addition, the paper emphasizes the cognitive processes involved in the comprehension of text through context.

2

Metakognitívny monitoring pri riešení verbálnych a neverbálnych úloh u detí predškolského veku

100%

Urban K., Zápotočná O.

Československá psychologie (Czechoslovak Psychology)

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2017

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vol. 61

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issue 6

521-535

EN

Objectives. Metacognitive monitoring in preschool children plays an important role in the further learning process and help seeking. The aim of the present study is to determine whether the preschool children are able to monitor their performance while solving cognitive tasks (1). What is the relationship between the accuracy of metacognitive monitoring and the performance (2). How are these relationships related to the nature of cognitive tasks (3). Sample and setting. The sample consisted of total 97 children from 5 to 6 years old. Children individually solved 4 cognitive tasks and provided item-by-item or global confidence judgments (CJs) using the traffic light with red and green colours. Statistical analysis. Absolute accuracy index and bias index (Schraw, 2009) were calculated. To analyse age differences and bias differences (real and overestimated performance) independent samples t-test was used. To analyse task differences the ANOVA was used. Results. Preschool children are able to monitor their performance retrospectively (using CJs). They are more metacognitively accurate in verbal tasks than in non-verbal (Piagetian) tasks. Moreover, the monitoring accuracy significantly (p < .001) corresponds to the task performance. Study limitation. The finding requires further research concerning analyzing other characteristics of the cognitive task such as difficulty, and using different ways of analyzing and evaluating results, as well as taking into account the factors of social environment, which plays an important role in the development of metacognitive awareness in preschool children.

SK

Ciele. Skúmanie otázok metakognície na úrovni predškolského veku predstavuje významnú a v našich podmienkach relatívne novú oblasť psychologického bádania. Cieľom prezentovanej štúdie je zistiť, či deti predškolského veku dokážu pri riešení kognitívnych úloh monitorovať svoje výkony (1). Aký je vzťah medzi presnosťou metakognitívneho monitoringu a výsledným výkonom (2). Ako tieto vzťahy súvisia s charakterom riešených kognitívnych úloh (3). Výskumná vzorka – postup. Výskumnú vzorku tvorilo 97 detí vo veku 5 a 6 rokov, ktorým boli individuálne administrované 4 kognitívne úlohy spolu s posudzovaním správnosti ich riešenia na dvojbodovej škále retrospektívneho monitorovania (tzv. „confidence judgments“, CJs). Štatistická analýza. Pomocou t-testu boli analyzované rozdiely medzi deťmi v závislosti od veku (5 a 6 rokov) a presnosti odhadu (deti s realistickejším odhadom oproti deťom s nadhodnoteným odhadom). ANOVA bola použitá na zisťovanie rozdielov v presnosti monitoringu jednotlivých úloh vyjadrenej dvoma indexmi absolútnej správnosti (podľa Schraw, 2009). Výsledky štúdie dokumentujú, že 5–6 ročné deti sú schopné monitorovať a retrospektívne posudzovať úspešnosť svojich riešení, pričom v úlohách verbálneho charakteru vyžadujúcich porozumenie textu to zvládajú štatisticky významne lepšie. Presnosť metakognitívneho monitoringu korešponduje s výsledným výkonom, čo sa potvrdilo vo všetkých sledovaných úlohách na hladine štatistickej významnosti p < ,001. Limity. Uvedené zistenia budú vyžadovať ďalšie overovanie pri súčasnom sledovaní a kontrole viacerých charakteristík použitých kognitívnych úloh, s využitím rozličných spôsobov analýzy a hodnotenia výsledkov, ako aj zohľadnením faktorov sociálneho prostredia, ktoré – ako sa ukazuje – zohráva významnú úlohu vo vývine metakognitívneho uvedomovania detí predškolského veku.

3

Empirical Verification of the Polish Formula of Text Difficulty

75%

Charzyńska E., Dębowski Ł. J.

Cognitive Studies

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2015

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issue 15

EN

Empirical Verification of the Polish Formula of Text DifficultyThe aim of the study was to verify the accuracy of the formula for assessing the difficulty of texts written in Polish (Pisarek 1969). The study involved 1,309 persons aged between 15 and 84. 15 texts were used, each approximately 300 words long, representing different subjects and varied difficulty level. Text comprehension was checked with multiple choice tests, the cloze procedure and open-ended questions. Significant correlations between the difficulty of a text and its comprehension were found (rmc(15) = -0.529, p = 0.043; ropen = -0.519, p = 0.047; rcloze = -0.656, p = 0.008). The results confirmed relative accuracy and usefulness of Pisarek's readability formula. The discussion includes proposed ways of improving the current form of the formula.

4

Srozumitelnost českého odborného a úředního textu — proč se jí zabývat a jak ji měřit

63%

Chromý J., Cinková S., Šamánková J.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2021

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vol. 12

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issue 1

38-52

EN

Text comprehension is one of the key skills that are learned during the school years. On the one hand, reading literacy is fundamental for successful comprehension, on the other hand, comprehension success is determined by textual features, i.e. its readability. Text readability thus presents an important issue — from both the reception (people may not be able to comprehend a text fully due to its low readability) and production perspective (people may not be able to produce a well readable text). The current study presents an experimental method for measuring readability of Czech texts of various genres based on the triangulation of (1) the rate of correct answers on comprehension questions, (2) intra-textual features, and (3) subjective assessment of text readability. The method is discussed in depth and individual steps are illustrated on an example of a research in progress under the project Linguistic Factors of Readability in Czech Administrative and Educational Texts.

5

Stimulation of Children’s Text Comprehension in Primary Education – On One Educational Strategy

63%

Liptáková Ľ., Cibáková D.

Journal of Preschool and Elementary School Education

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2014

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issue 6

67 - 80

EN

The paper explores the possibilities for developing reading comprehension by a pupil in primary education in the Slovak Republic. The need for scientific research into developing reading literacy in Slovakia, with its educational implications, is growing as a result of the unsatisfactory state of the current educational context. In this paper, we present an educational strategy focused on the development of comprehension of an informational text in primary school pupils. The strategy is based on the outcomes of previous research on the effectiveness of developing text comprehension on the basis of parallel stimulation of linguistic and cognitive processes. The presented stimulation programme offers a model for school education and for teachers how to proceed with the systematic development of comprehension of an informational text. At the same time, we offer the presented strategy for developing the reading literacy of a pupil for comparison with educational strategies in different countries.

6

Implementing reciprocal reading in learning from academic text in a foreign language

51%

Kiszczak A.

Rozprawy Społeczne

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2019

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vol. 13

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issue 2

46-58

PL

Nauka zorientowana na treść z przedmiotów z różnych obszarów tematycznych w języku obcym wymaga skutecznego zrozumienia tekstu przy pomocy odpowiednich strategii czytania i uczenia się. Niniejsza publikacja przedstawia wgląd w złożoną metodę strategiczną dotyczącą uczenia się z tekstu zwaną wzajemnym czytaniem. Chociaż ta metoda przynosi korzyści uczniom na wszystkich szczeblach edukacji, niniejsza publikacja skupia się na wytycznych, według których należy postępować podczas wprowadzania wzajemnego czytania do procesu uczenia się z tekstu akademickiego w języku obcym. Na początku przedstawiono krótki przegląd definicji i głównych celów omawianej metody. Następnie omówiono teoretyczne podstawy wzajemnego czytania oraz wybrane aspekty związane z jego wykorzystaniem. Na koniec zwrócono szczególną uwagę na stosowanie metody wzajemnego czytania podczas uczenia się z tekstu na poziomie akademickim napisanego w języku obcym.

EN

Studying content-area subjects in a foreign language requires efficient text comprehension with the help of adequate reading and learning strategies. The current paper provides an insight into a multiple strategic approach to learning from text called reciprocal reading. Although the approach is beneficial for students at all the levels of institutional education, this paper focuses on guidelines to be adopted while implementing reciprocal reading in learning from academic text in a foreign language. First, a brief review of the definitions and principal objectives of the approach under consideration is offered. Then, the theoretical underpinnings of reciprocal reading are examined and selected aspects connected with its implementation are discussed. Finally, special attention is paid to the use of reciprocal reading tasks in learning from text in a foreign language at the academic level.

7

Číst, pochopit, interpretovat. Literární prozaický text ve výuce cizího jazyka a ve výuce literatury

51%

Králíková A., Marková J.

Slovo a smysl - Word & Sense

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2023

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vol. 20

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issue 1

108-130

EN

In this study, based on observations of our own pedagogical work, we consider different didactic approaches to the same literary text (the short story ‘From Prague to Brno’ by Jiří Kratochvil) in the teaching of Czech as a foreign language and in the teaching of literature, including analysis of literary texts. The starting point is a comparison of the learning objectives in both of these contexts, followed by a presentation of specific tasks and lines of inquiry vis-à-vis the text, their justification, and analysis of student reactions. In conclusion, we emphasize those aspects that should be considered in the teaching of literary and prose texts, not only by foreign language teachers but also (in our view) teachers of literature and literary interpretation.

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1 LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

1 Rozprawy Społeczne

1 Slovo a smysl - Word & Sense

1 Studie z aplikované lingvistiky - Studies in Applied Linguistics

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