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A Reflection of Man and Culture in Language and Literature

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Edited By Mária Matiová and Martin Navrátil

This book consists of scientific chapters devoted to innovative approaches to examination of anthropocentrism. It depicts human beings as physical, spiritual, social and cultural creatures perceived through the lingual and literary lens. The publication has an intercultural foundation, as it examines Slovak, Russian, German, English and Romanian languages.

The authors of the book discuss issues which transcend the boundaries of philological research. They apply knowledge from various fields, such as psychology, communication theory, aesthetics, mass media and other social sciences in order to obtain relevant scientific results. The authors present critical analyses and interpretations of contemporary theoretical and practical problems occurring in the selected areas of expertise, and outline the perspective research possibilities.

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Analysis of Teaching Materials for Foreign Language Reading Comprehension

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Katarína Chválová

Reading comprehension research in a foreign language received a new impulse in the 1970s and 1980s. It was prevailingly discussed in connection between reading skill and language competence (Clarke, 1980; Carrell, 1983; Bernhardt, 1991 etc.). The latter researchers were focused on the investigation of phonological awareness (Foy & Mann, 2006; Anthony & Francis, 2005) in relation to reading strategies in a foreign language (Roche, 2013; Stranovská, Munková, Hvozdíková 2013 etc.). In a survey by Sarig (1987) it was shown that reading comprehension proceeds individually, therefore he suggests exploring this skill in connection to learning styles. While Nagye’s theory (2006) shows that foreign reading comprehension of a text comprises various components, Steklacs and Jozsa also note (2010) that various brain areas and networks are involved in reading processing. Moreover, Ehler (1998) claims reading comprehension represents a greater cognitive load in a foreign language than in one’s mother tongue, where the automatized strategies are barely used (such as the use of general skills, associations and deduction of meaning from context). We also agree with Sarig’s opinion (1987) that suggests that reading comprehension should be investigated in connection with learning styles, while the teacher should use a specific teaching mode in foreign language teaching. As we suppose that teachers should take into consideration the abilities of individuals, we would therefore like to claim that the verification of a teacher’s work intervention with innovative materials ought to be acknowledged as a crucial part of the teaching process...

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