|
Derginin Adı:
|
Iranian Journal of Language Teaching Research (IJLTR)
|
|
Cilt:
|
2015/3
|
|
Sayı:
|
1
|
|
Makale Başlık:
|
Suggestions toward some discourse-analytic approaches to text difficulty: with special reference to ‘T-unit configuration’ in the textual unfolding
|
|
Makale Alternatif Dilde Başlık:
|
Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
|
|
Makale Eklenme Tarihi:
|
30.10.2015
|
|
Okunma Sayısı:
|
1
|
|
Makale Özeti:
|
This paper represents some suggestions towards discourse-analytic approaches for ESL/EFL education,
with the focus on identifying the textual forms which can contribute to the textual difficulty. Textual
difficulty / comprehensibility, rather than being purely text-based or reader-dependent, is certainly a
matter of interaction between text and reader. The paper will look at some of the textual factors which
can be argued to make a text more or less readable for the same reader. The main focus here will be on
academic texts. The high cognitive load and low readability of the expository texts in various academic
disciplines will be argued to belong to certain textual strategies as well as variations in the
configurations of the T-units as the prime scaffolding for the textualization process. Different categories
of these variations to be discussed here will be exemplified from a few academic and expository
registers. More extensive textual analyses will, of course, be necessary in order to be able to make
evidential suggestions for possible correlations between certain types and clusters of T-unit
configurations on the one hand, and cognitive load and readability indices on the other, across various
academic registers, genres and disciplines.
|
|
Alternatif Dilde Özet:
|
Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
|