Experiment 1 and 2 showed that there is no significant effect of sentential load on depth of lexical-semantic processing in L1 and L2 reading. more Three experiments based on the text-change paradigm examined the effect of sentential load, semantic relatedness/unrelatedness, and sex on depth of lexical-semantic processing in L1 and L2 reading. Three experiments based on the text-change paradigm examined the effect of sentential load, seman. Thus, this study yields evidence for the dominance of local coherence over global coherence. The results also reveal that reading times for field-dependent participants were higher than their field-independent counterparts. However, this difference did not reach the significance level when participants were instructed to read for mere comprehension. Data from 96 Tunisians reveals that reading times in the inconsistent condition were higher than the consistent condition in the post-critic region when participants were instructed to adopt the protagonist point of view. The Group Embedded Figure Test (GEFT) was utilized to explore participants' field-dependency. Two word-byword self-paced reading experiments based on the contradiction paradigm were used. more The endeavor of the present study is to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). The endeavor of the present study is to gauge the time course of connecting incoming information. Key words: discourse processing, Tunisian Arabic, Embodiment, standards of coherence, minimalist approach, online language comprehension, wrap-up effects. This resulted in a revisited model defining what might modulate the occurrence of online integrative discourse processes. (2) Such online integration is delayed until wrap-up positions. That is, readers integrate incoming information into the unfolding discourse representation online when engaged in deep processing, which shows that task demands modulate L1 text processing. The present experiments revealed two major results: (1) Global coherence is not maintained online in the absence of specific goals in L1 text processing. Discourse-level anomalies related to character-attribute information of the protagonist were examined under the mere comprehension instruction (Experiment 1) and under adopting the protagonist perspective instruction (Experiment 2).
To test this further, two word-by-word, self-paced reading experiments investigated the time course of integrating incoming information about the protagonist into the unfolding discourse-level representation in Tunisian Arabic (L1) and the role task demands play in such integration. more One of the major aims of discourse processing literature is to understand whether and when readers form discourse-level representations online. One of the major aims of discourse processing literature is to understand whether and when reader. This article contributes with a bottom-up model for ERELT to pave the way for future research. In low tech countries, traditional media such as television and radio may offer alternative emergency solutions. The study concludes that syllabus designers and English language lecturers need to incorporate virtual teaching and learning as part and parcel of traditional teaching and learning practices. In high-tech countries, the challenges are twofold: technical and pedagogical. In low-tech countries, due to the absence of technological infrastructure, ERELT did not take place. Using grounded theory, the analysis revealed two lines of challenges depending on whether these countries are low-tech or high-tech. The data were built from the responses of 19 English language instructors in the Arab league countries. A qualitative research design was followed in which online discussion was conducted on ResearchGate. It investigates the virtual classroom challenges and the suggested remedies that Arab English language instructors have met while delivering their emergency on-distance lectures. Therefore, this study synthesized ELT with ERT to introduce emergency remote English language teaching (ERELT). However, ERT remains a general term that needs to be operationalized in specific contexts such as English language teaching (ELT) in the Arab league countries where the classroom challenges and reactions of Arab English language instructors are under-researched. more During the outbreak of Covid-19, emergency remote teaching (ERT) appeared as a hot topic research area. During the outbreak of Covid-19, emergency remote teaching (ERT) appeared as a hot topic research.
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