Extending reading research with a focus on cultural understanding and research on intercultural communication : an empirical investigation in Argentina
The work presented here is an empirical study of how advanced learners of English as a foreign language in Argentina access and understand the culture-specific dimensions of literary narrative texts. It has three purposes. First, to extend research into reading in a foreign language to take account...
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| Formato: | Artículo |
| Lenguaje: | Inglés |
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| Acceso en línea: | https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.17287/pr.17287.pdf http://www.tandfonline.com/doi/abs/10.1080/14675986.2014.967968 https://ri.conicet.gov.ar/handle/11336/36985 10.1080/14675986.2014.967968 |
| Aporte de: | Registro referencial: Solicitar el recurso aquí |
| LEADER | 02500nab a2200229 a 4500 | ||
|---|---|---|---|
| 001 | ARTI17185 | ||
| 008 | 230422s2014####|||#####|#########0#####d | ||
| 100 | |a Porto, Melina |u Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; Argentina | ||
| 245 | 1 | 0 | |a Extending reading research with a focus on cultural understanding and research on intercultural communication |b : an empirical investigation in Argentina |
| 041 | 7 | |2 ISO 639-1 |a en | |
| 300 | |a p.518-539 | ||
| 520 | 3 | |a The work presented here is an empirical study of how advanced learners of English as a foreign language in Argentina access and understand the culture-specific dimensions of literary narrative texts. It has three purposes. First, to extend research into reading in a foreign language to take account of the culture-specific content of texts. Second, to extend the focus of research on intercultural communication to include the analysis of reading processes. Finally, to introduce an approach to the analysis of the cultural dimension of the reading process using a new model of levels of cultural understanding. It is argued that cultural understanding goes beyond the quantification of prior knowledge or background knowledge in the form of idea units as evidence of the comprehension process. In this sense, the proposed model succeeds in portraying a more detailed picture of cultural understanding in this setting. | |
| 653 | |a Cultural understanding | ||
| 653 | |a English as a foreign language (EFL) reading | ||
| 653 | |a Model of cultural understanding | ||
| 856 | 4 | 0 | |u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.17287/pr.17287.pdf |
| 856 | 4 | 1 | |u http://www.tandfonline.com/doi/abs/10.1080/14675986.2014.967968 |
| 856 | 4 | 1 | |u https://ri.conicet.gov.ar/handle/11336/36985 |
| 856 | |u 10.1080/14675986.2014.967968 | ||
| 952 | |u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.17287/pr.17287.pdf |a MEMORIA ACADEMICA |b MEMORIA ACADEMICA | ||
| 773 | 0 | |7 nnas |t Intercultural Education. |g Vol. 25 No. 6 (2014),518-539 |v 25 |l 6 |q 518-539 |d Reino Unido : Routledge, 2014 |x ISSN 1469-8439 | |
| 542 | 1 | |f Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 2.5 Argentina |u https://creativecommons.org/licenses/by-nc-sa/2.5/ar/ | |