{"title":"阅读（法律）：批判性评估语言对学科新手认知阅读策略的影响","authors":"Bongi Bangeni","doi":"10.1016/j.langcom.2023.12.001","DOIUrl":null,"url":null,"abstract":"<div><p>This article adopts a critical approach to literacy and genre analysis to explore the place for multilingualism at a South African historically white university's law faculty. Drawing on data from think-aloud protocols and semi-structured interviews, it seeks to gain insight into the following: the (meta)cognitive reading strategies used by first-year English additional language (EAL) students in reading the legal judgment; the impact of language on strategy use, and lastly, students' perceptions of the value of their home languages for mediating reading challenges as surfaced in the think-aloud protocols. Drawing on Tardy et al.’s (2020) theoretical framework for researching genre knowledge, the findings demonstrate how reading strategies are utilised differently for different purposes. Participants' uses of the strategies of ‘setting a context’ and ‘rereading’ illustrate how language intersects with home and school-based discourses and the impact thereof on reading.</p></div>","PeriodicalId":47575,"journal":{"name":"Language & Communication","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0271530923000782/pdfft?md5=157bc560365f1679166b24ab23635cb6&pid=1-s2.0-S0271530923000782-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Reading (in) law: A critical appraisal of the impact of language on disciplinary novices’ cognitive reading strategies\",\"authors\":\"Bongi Bangeni\",\"doi\":\"10.1016/j.langcom.2023.12.001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This article adopts a critical approach to literacy and genre analysis to explore the place for multilingualism at a South African historically white university's law faculty. Drawing on data from think-aloud protocols and semi-structured interviews, it seeks to gain insight into the following: the (meta)cognitive reading strategies used by first-year English additional language (EAL) students in reading the legal judgment; the impact of language on strategy use, and lastly, students' perceptions of the value of their home languages for mediating reading challenges as surfaced in the think-aloud protocols. Drawing on Tardy et al.’s (2020) theoretical framework for researching genre knowledge, the findings demonstrate how reading strategies are utilised differently for different purposes. Participants' uses of the strategies of ‘setting a context’ and ‘rereading’ illustrate how language intersects with home and school-based discourses and the impact thereof on reading.</p></div>\",\"PeriodicalId\":47575,\"journal\":{\"name\":\"Language & Communication\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0271530923000782/pdfft?md5=157bc560365f1679166b24ab23635cb6&pid=1-s2.0-S0271530923000782-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language & Communication\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0271530923000782\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"COMMUNICATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language & Communication","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0271530923000782","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMMUNICATION","Score":null,"Total":0}
Reading (in) law: A critical appraisal of the impact of language on disciplinary novices’ cognitive reading strategies
This article adopts a critical approach to literacy and genre analysis to explore the place for multilingualism at a South African historically white university's law faculty. Drawing on data from think-aloud protocols and semi-structured interviews, it seeks to gain insight into the following: the (meta)cognitive reading strategies used by first-year English additional language (EAL) students in reading the legal judgment; the impact of language on strategy use, and lastly, students' perceptions of the value of their home languages for mediating reading challenges as surfaced in the think-aloud protocols. Drawing on Tardy et al.’s (2020) theoretical framework for researching genre knowledge, the findings demonstrate how reading strategies are utilised differently for different purposes. Participants' uses of the strategies of ‘setting a context’ and ‘rereading’ illustrate how language intersects with home and school-based discourses and the impact thereof on reading.
期刊介绍：
This journal is unique in that it provides a forum devoted to the interdisciplinary study of language and communication. The investigation of language and its communicational functions is treated as a concern shared in common by those working in applied linguistics, child development, cultural studies, discourse analysis, intellectual history, legal studies, language evolution, linguistic anthropology, linguistics, philosophy, the politics of language, pragmatics, psychology, rhetoric, semiotics, and sociolinguistics. The journal invites contributions which explore the implications of current research for establishing common theoretical frameworks within which findings from different areas of study may be accommodated and interrelated. By focusing attention on the many ways in which language is integrated with other forms of communicational activity and interactional behaviour, it is intended to encourage approaches to the study of language and communication which are not restricted by existing disciplinary boundaries.
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