Intervention in teaching reading in a foreign language:

development of divergent thinking and ambiguity tolerance

Autor

  • Zdenka Gadušová Department of English and American studies, Faculty of Arts Constantine the Philosopher University in Nitra, Stefanikova 67, 949 74 Nitra, Slovakia
  • Martina Pavlíková Constantine the Philosopher University, Nitra, Slovakia
  • Romana Havettová Joint Vocational School of Business and Services Ul. SNP 5, 953 01 Zlaté Moravce, Slovakia

DOI:

https://doi.org/10.15503/jecs2021.1.297.313

Słowa kluczowe:

reading comprehension, English text, intervention programme, divergent thinking, ambiguity tolerance

Abstrakt

Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme.

Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension.

Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development.

Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.

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Biogramy autorów

Zdenka Gadušová - Department of English and American studies, Faculty of Arts Constantine the Philosopher University in Nitra, Stefanikova 67, 949 74 Nitra, Slovakia

Prof. , Ph.D. She is an experienced university manager, project coordinator, university teacher and teacher trainer in the field of methodology of teaching foreign languages. In 1990s she worked in the position of the Head of the Department of English and American Studies where she co-ordinated several TEMPUS JEP projects as a co-ordinator and contractor. In 1996 she became the Vice-dean for Education and since 2002 she was in the position of the Dean of the Faculty of Arts, Constantine the Philosopher University in Nitra (Slovakia) for 8 years. Then (2010-2014), she was the vice-dean for research and postgraduate studies. She is the author and co-author of twelve monographs and a number of articles and papers, regular presenter of the results of her research work at conferences and seminars.

Martina Pavlíková - Constantine the Philosopher University, Nitra, Slovakia

She is a university teacher, senior lecturer at the Department of Journalism, Constantine the Philosopher University in NItra, Slovakia. She graduated in English Language and Literature from the Faculty of Education, Comenius University in Bratislava. She completed her doctoral studies in the field of Cultural Studies at Constantine the Philosopher University in Nitra. She has also given several lectures and completed research stays at foreign universities. Her research is devoted to the literature of English-speaking countries, ethical behaviour in the mass media and modern trends in visual arts.  

Romana Havettová - Joint Vocational School of Business and Services Ul. SNP 5, 953 01 Zlaté Moravce, Slovakia

She is a graduate from the Faculty of Arts, Constantine the Philosopher University in NItra, Slovakia.  She has been teaching English and aesthetics at an upper secondary school since 1995 and currently is a part-time PhD. student in a study field of Linguodidactics at Constantine the Philosopher University. Her research interest is methodology of teaching foreign languages, in particular teaching reading comprehension. She has published her partial research results in papers and presented them at conferences in Slovakia and abroad.

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Pobrania

Opublikowane

2021-06-17

Jak cytować

Gadušová, Z. ., Pavlíková, M., & Havettová, R. (2021). Intervention in teaching reading in a foreign language: : development of divergent thinking and ambiguity tolerance. Journal of Education Culture and Society, 12(1), 297–313. https://doi.org/10.15503/jecs2021.1.297.313

Numer

Tom 12 Nr 1 (2021): Journal of Education Culture and Society

Dział

DYNAMICS

Licencja

Prawa autorskie (c) 2021 Zdenka Gadušová, Dr. Pavlíková, Ms Havettová

Creative Commons License

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.

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