20.500.12556/RUL-117706 Reading comprehension of subject-specific texts in a foreign language the role of background knowledge Bralno razumevanje strokovnih besedil v tujem jeziku vloga strokovnega predznanja This study investigates the patterns used by economics and business students in reading comprehension (RC) of subject-specific texts in a foreign language (FL), particularly in relation to their use of background knowledge (BK). The think-aloud (TA) method was used and the data were derived from readers’ verbal protocols. The coding of protocols yielded seventeen coding categories. The results were analysed and compared between two groups: one with high and one with low knowledge as determined by a prior BK assessment. The coding data were linked to the reading comprehension test results and typical patterns were established. Readers with high BK used more correct paraphrasing, inferencing, elaboration, and evaluation. In contrast, readers with low BK took more of a local approach to reading by focusing more on individual words. They frequently used English in their Slovene think-alouds, produced wrong and approximate paraphrases, and signalled lack of understanding. The article closes by examining implications for FL reading instruction and developing disciplinary literacy. Študija obravnava vzorce, ki jih študenti ekonomskih in poslovnih ved uporabljajo v procesu bralnega razumevanja strokovnih besedil v tujem jeziku, zlasti v povezavi z rabo strokovnega predznanja. Uporabili smo metodo glasnega razmišljanja ob branju. Bralne protokole smo kodirali in določili 17 kodirnih kategorij. Rezultate smo primerjali med dvema skupinama bralcev z različnim predznanjem, ki smo ju določili s testom strokovnega predznanja. Podatke smo povezali z rezultati testa bralnega razumevanja in poiskali ključne vzorce. Bralci z boljšim strokovnim predznanjem so pogosteje uporabili pravilno parafraziranje, sklepanje, pojasnjevanje in vrednotenje. Na drugi strani pa so bralci s šibkejšim strokovnim predznanjem pogosteje uporabili lokalni pristop k branju, s tem da so se bolj osredinili na posamezne besede. Pri tem so med rabo slovenskega jezika vključevali angleške izraze ter nepravilne ali približne parafraze. Pogosteje so tudi opozorili, da prebranega ne razumejo. Na podlagi izsledkov sklenemo študijo z nekaj napotki za poučevanje bralnega razumevanja v tujem jeziku in razvijanje disciplinarne pismenosti. tuji jeziki knowledge professional education tuji jeziki znanje strokovna izobrazba true false false Angleški jezik Slovenski jezik Članek v reviji 2020-07-22 14:20:17 2020-07-22 14:25:57 2022-08-30 03:59:44 0000-00-00 00:00:00 2020 0 0 Str. 105-124 št. 2 Letn. 26 2020 0000-00-00 Zaloznikova NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 81\'24 1318-5160 10.4312/as.26.2.105-124 20824067 45586176 RAZ_Umek_Alenka_2020.pdf RAZ_Umek_Alenka_2020.pdf 1 CA99CDC6D53A04A1309FD50553BB2035 61bad3ee738e9df2b958780bc1d07b94f79489b491873374d705c44ac86a6666 3ecc4923-a1b9-11eb-a523-00155dcfd717 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=131600 Ekonomska fakulteta Andragoška spoznanja 0 0 0