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Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.

100%
Ślęzak-Świat A. M.
Theory and Practice of Second Language Acquisition
|
2019
|
vol. 5
|
issue 2
75-93
EN
The skill of reading undergoes dramatic changes due to the change of reading interface readers are exposed to. Readers who want to be active participants of knowledge society need to perceive it as more than just a receptive skill. The study aims to assess the condition of homo legens, diagnose what kind of reading interface preferences characterize 21st-century readers, how they respond to texts considering reading both digitally and in print, accepting or viewing critically the underlying ideology of the text. The analysis of the collected data attempts to determine if the reported preferences are conducive to the development of critical thinking skills for 21st-century literacy, which include understanding complex ideas, evaluating evidence, weighing alternative perspectives and constructing justifiable arguments.
2
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Ein Modell des KSD unter Einsatz der Notizennahme

99%
Krenz-Brzozowska L.
Glottodidactica
|
2017
|
vol. 44
|
issue 1
39-54
EN
The article presents a model of consecutive interpreting that includes note-taking. Thisconceptualization derives from the model developed by Żmudzki, hence his approach is discussedin this paper as well. Later the author focusses on the language which interpreters use fornote-taking. The finding of so oriented reasoning enabled developing of another model that canbe implemented in the course of consecutive interpreting involving note-taking
PL
The article presents a model of consecutive interpreting that includes note-taking. This conceptualization derives from the model developed by Żmudzki, hence his approach is discussed in this paper as well. Later the author focusses on the language which interpreters use for note-taking. The finding of so oriented reasoning enabled developing of another model that can be implemented in the course of consecutive interpreting involving note-taking.
3

Strategies in Interpreting. Issues, Controversies, Solutions

72%
Tryuk M.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2010
|
issue 2
181-194
EN
It is extremely difficult to defie the concept of interpreting strategies from a theoretical (description of interpreting process), practical (performing interpreting task) or didactic point of view (teaching how to solve interpreting problems). We are as yet unable to explicitly distinguish the features of such strategies that are characteristic of interpreting. In many studies strategies are commonly referred to as methods, tactics, competences or norms in interpreting. The aim of the article is to present different classifications and taxonomies of interpreting strategies and to propose three strategies specific in interpreting, i.e. anticipation strategy which allows the interpreter to achieve simultaneous listening and speaking, condensation strategy which facilitates working under time pressure, while conveying complete information, and notation strategy which supports the interpreter's short-term memory.
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