1 resultado para first language reading
em Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada
Filtro por publicador
- Aberystwyth University Repository - Reino Unido (1)
- Academic Archive On-line (Stockholm University; Sweden) (3)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (2)
- Adam Mickiewicz University Repository (4)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- Andina Digital - Repositorio UASB-Digital - Universidade Andina Simón Bolívar (2)
- Aquatic Commons (1)
- Archive of European Integration (1)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (9)
- Aston University Research Archive (15)
- Biblioteca Digital | Sistema Integrado de Documentación | UNCuyo - UNCUYO. UNIVERSIDAD NACIONAL DE CUYO. (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (2)
- Biblioteca Digital de la Universidad Católica Argentina (1)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (13)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (17)
- Brock University, Canada (29)
- CaltechTHESIS (1)
- Cambridge University Engineering Department Publications Database (3)
- CamPuce - an association for the promotion of science and humanities in African Countries (1)
- CentAUR: Central Archive University of Reading - UK (381)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (5)
- CORA - Cork Open Research Archive - University College Cork - Ireland (2)
- Dalarna University College Electronic Archive (10)
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- Digital Archives@Colby (1)
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- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (1)
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- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (1)
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- Glasgow Theses Service (3)
- Greenwich Academic Literature Archive - UK (4)
- Helda - Digital Repository of University of Helsinki (22)
- Illinois Digital Environment for Access to Learning and Scholarship Repository (2)
- Indian Institute of Science - Bangalore - Índia (2)
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- Memoria Académica - FaHCE, UNLP - Argentina (3)
- Ministerio de Cultura, Spain (25)
- Portal de Revistas Científicas Complutenses - Espanha (7)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (36)
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- RDBU - Repositório Digital da Biblioteca da Unisinos (1)
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- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (6)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (19)
- Repositorio Institucional Universidad de Medellín (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (2)
- SAPIENTIA - Universidade do Algarve - Portugal (1)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- School of Medicine, Washington University, United States (4)
- Universidad de Alicante (3)
- Universidad del Rosario, Colombia (2)
- Universidade de Lisboa - Repositório Aberto (3)
- Universidade Federal do Pará (3)
- Universidade Federal do Rio Grande do Norte (UFRN) (1)
- Universitat de Girona, Spain (2)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (3)
- Université de Montréal, Canada (30)
- University of Michigan (59)
- University of Queensland eSpace - Australia (9)
- University of Southampton, United Kingdom (2)
- University of Washington (6)
- WestminsterResearch - UK (2)
Resumo:
Literary texts offer rich opportunities for language learning. However, can second language (L2) learners fully understand L2 literary texts? According to Bernhardt (2001):"the act of reading in a second language is extremely tricky -- is even trickier with literary texts that are inherently ambiguous, full of metaphor and intertextual relations to texts to which the readers have no access" (p.198). In other words, L2 readers are often poorly equipped grammatically, linguistically and culturally to cope with literary texts in which it might be difficult to recognize figurative language, to comprehend metaphors, to identify underlying cultural assumptions and above all to think critically while navigating those complexities. Therefore, during the reading process, L2 readers encounter gaps in the text which necessarily compel them to use whatever background knowledge they possess in order to create meaning. The purpose of this research is to see exactly how post-secondary L2 readers use their existing background knowledge to understand literary texts and what they do when confronted with text passages for which they lack such knowledge.