Developing Saudi EFL Students' Reading Skills Through Schema-Based Techniques
Faisal Mutair Rhail Alshammari
Issue:
Volume 3, Issue 2, April 2017
Pages:
16-23
Received:
1 March 2017
Accepted:
1 March 2017
Published:
6 May 2017
Abstract: Reading is one of the main four language skills. As a receptive skill, it enables learners to receive a significant comprehensible input which can be used later on in speaking or in writing. Research indicates that reading comprehension is a highly complex, interactive, constructive process in which students actively reconstruct the original intentions of the writer (s) by drawing on what they already know to make use of the new knowledge. The researcher examined the impact of schema-based techniques on developing Saudi first-year secondary school students' reading comprehension skills. Thirty five students representing the experimental group students were taught through the schema-based techniques, while a class of thirty eight students receiving regular instruction represented the control group. A pre-post reading comprehension test was given to the two groups before and after the treatment. Results provided support for the four hypotheses of the study. The experimental group out-performed the control group on the post-test in overall reading comprehension as well as in each reading comprehension skill. Furthermore, the experimental group students achieved tangible progress in their reading comprehension after being taught through schema-based techniques. Hence, these positive findings of the study proved the effectiveness of schema-based techniques in developing first-year secondary school students’ overall reading comprehension and each reading comprehension skill as well.
Abstract: Reading is one of the main four language skills. As a receptive skill, it enables learners to receive a significant comprehensible input which can be used later on in speaking or in writing. Research indicates that reading comprehension is a highly complex, interactive, constructive process in which students actively reconstruct the original intent...
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Audio-visual Translation and Nigerian Cinematography: Subtitling and Dubbing from English and Indigenous Languages in Favour of French
Babatunde Olukayode Temidayo
Issue:
Volume 3, Issue 2, April 2017
Pages:
24-31
Received:
20 March 2017
Accepted:
25 April 2017
Published:
22 May 2017
Abstract: This article focuses on the audio-visual translation adopted by Nigerian film industry to popularize her local languages by using English and French to publicise her film works through dubbing or subtitling. The concepts of foreignisation and domestication of subtitling and dubbing help to communicate Nigerian linguistic, social and cultural identities to target audiences inside and outside Nigeria. In this way, audio-visual translation becomes an opportunity on the one hand to popularise Nigerian films and cultures, and on the other hand, to better establish French in a domesticated way (adapted to the target culture) or foreignised manner (respecting the peculiarities of the source language). The production of these films and their consumption in Nigeria and abroad demonstrate the attempts of subtitling and dubbing adopted by film industry which at the same time promote local languages as well as French in Nigeria.
Abstract: This article focuses on the audio-visual translation adopted by Nigerian film industry to popularize her local languages by using English and French to publicise her film works through dubbing or subtitling. The concepts of foreignisation and domestication of subtitling and dubbing help to communicate Nigerian linguistic, social and cultural identi...
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