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Hits 5.461 – 5.479 of 5.479
| 5461 |
Utterance- and phrase-initial parts of speech in German interactions and textbooks
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| 5462 |
Partnering with poetry: poetry in American education standards from 1971-2010
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| 5463 |
Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English
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| 5466 |
Long range prosody prediction and rhythm: doing rhythm with fewer assumptions
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| 5467 |
Specimens of the Yorkshire dialect, in various dialogues, tales, and songs : to which is added, a glossary of such of the Yorkshire words as are not likely to be generally understood.
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| 5468 |
Loan Word Facilitation in the Acquisition of English Lexis by Speakers of Japanese
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| 5471 |
Tonal targets in early child English, Spanish, and Catalan
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| 5472 |
The role of the attraction in agreement mistakes in English vs Spanish
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| 5473 |
The Teaching of English Pronunciation: General Principles, Techniques and Activities
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| 5474 |
Language, Power, and Race: A Comparative Approach to the Sociopolitics of English
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| 5475 |
Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program
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| 5476 |
Mental Imagery and Affect in English/French Bilingual Readers: A Cross-Linguistic Perspective
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Abstract:
We investigated the evocation of mental imagery and affect in English/French bilinguals to determine whether the linguistic demands of reading in a second language (L2) limit readers’ ability to form non-verbal text representations of literary stories. The participants were 26 Grade 11 French immersion students enrolled in a Canadian high school. Each student read two literary stories, one in English and another in French. Next they rated story paragraphs for the degree of either mental imagery or emotional response evoked. Later, students reread the same texts and completed a writing task in which they reported their imagery or emotions in response to the two highest-rated paragraphs. Moderate to high correlations were found between ratings of imagery and emotional response for each story, for two French stories combined, for two English stories combined, and for all stories in both languages combined. Reading times were somewhat longer for the French versions. The patterns of response for both the ratings and the written reports replicate and extend earlier research and suggest that as bilingual readers progress in their ability to read in their L2, reports of imagery and affect become closer in kind and number to those reported in response to reading the same text in their first language. ; Nous avons étudié l’évocation d’images mentales et les réactions affectives auprès de bilingues anglais-français, afin de déterminer si les exigences langagières de la lecture en langue seconde (L2) restreignent l’habileté des lecteurs à se former des représentations non verbales de textes littéraires. L’étude regroupait 26 élèves d’immersion française en 11e année dans une école secondaire canadienne. Chaque élève a lu deux textes littéraires, l’un en anglais et l’autre en français. Ils ont ensuite évalué dans quelle mesure chaque paragraphe des histoires avait suscité en eux soit des images soit des émotions. Par la suite, les participants ont relu ces mêmes textes, puis ils ont documenté par écrit les images ou les réactions affectives qu’avaient suscitées en eux les deux paragraphes qu’ils avaient jugés les plus évocateurs. Nous avons trouvé des corrélations modérées à fortes entre les images et les réactions affectives rapportées pour chaque histoire, pour deux histoires en français combinées, pour deux histoires en anglais combinées, et pour toutes les histoires dans les deux langues combinées. Le temps exigé par la lecture s’est révélé un peu plus long pour les versions françaises. Les tendances dans les réponses – pour les évaluations tout comme pour les rapports écrits – sont comparables aux constatations antérieures et apportent un complément d’information. Les résultats de la présente étude suggèrent que, plus leurs habiletés de lecture en L2 se développent, plus les lecteurs bilingues rapportent des types et un nombre d’images et de réactions affectives qui se rapprochent de celles que suscite chez eux la lecture du même texte dans leur langue maternelle.
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Keyword:
Affect; Anglais; Bilingual reading; English; Français; French; Imagerie mentale; Lecture bilinguel; Mental imagery; Réactions affectives
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URL: https://www.utpjournals.press/doi/abs/10.3138/cmlr.64.3.399
http://hdl.handle.net/10315/34857
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| 5477 |
Emoções e ações de professores ao falar inglês no WhatsApp
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In: Revista Brasileira de Linguística Aplicada, Vol 17, Iss 1, Pp 83-112
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| 5478 |
ILA - ILF - ILE - ILG: quem dá conta?
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 1, Pp 13-40
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| 5479 |
Poetic journeys and other metaphors underlying literary criticism of poetry in English and Russian
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 2, Pp 421-452
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