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    Presentation Stranovska - Chvalova - Update

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    This document summarizes a research study on the relationship between reading comprehension, attitudes towards reading, and the ability to understand wordplay like puns and blends in English. The study found: 1) Active readers had higher reading comprehension test scores and performed better on tests of decoding puns and blends than non-readers. 2) Students with higher reading comprehension scores were more creative and successful at generating their own blends. 3) There is a significant relationship between reading comprehension abilities, positive reading attitudes, and the ability to understand and create wordplay in English. Fostering reading comprehension and enjoyment can improve students' skills with linguistic features like puns.

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    Presentation Stranovska - Chvalova - Update

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    kchvalova31
    6 views19 pages
    This document summarizes a research study on the relationship between reading comprehension, attitudes towards reading, and the ability to understand wordplay like puns and blends in English. The study found: 1) Active readers had higher reading comprehension test scores and performed better on tests of decoding puns and blends than non-readers. 2) Students with higher reading comprehension scores were more creative and successful at generating their own blends. 3) There is a significant relationship between reading comprehension abilities, positive reading attitudes, and the ability to understand and create wordplay in English. Fostering reading comprehension and enjoyment can improve students' skills with linguistic features like puns.

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    Teaching Reading through wordplay

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    Presentation Stranovska_Chvalova_update

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    This document summarizes a research study on the relationship between reading comprehension, attitudes towards reading, and the ability to understand wordplay like puns and blends in English. The study found: 1) Active readers had higher reading comprehension test scores and performed better on tests of decoding puns and blends than non-readers. 2) Students with higher reading comprehension scores were more creative and successful at generating their own blends. 3) There is a significant relationship between reading comprehension abilities, positive reading attitudes, and the ability to understand and create wordplay in English. Fostering reading comprehension and enjoyment can improve students' skills with linguistic features like puns.

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    6 views19 pages

    Presentation Stranovska - Chvalova - Update

    Uploaded by

    kchvalova31
    This document summarizes a research study on the relationship between reading comprehension, attitudes towards reading, and the ability to understand wordplay like puns and blends in English. The study found: 1) Active readers had higher reading comprehension test scores and performed better on tests of decoding puns and blends than non-readers. 2) Students with higher reading comprehension scores were more creative and successful at generating their own blends. 3) There is a significant relationship between reading comprehension abilities, positive reading attitudes, and the ability to understand and create wordplay in English. Fostering reading comprehension and enjoyment can improve students' skills with linguistic features like puns.

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    of 19

    Shaping Reading Comprehension

    Through Wordplay

    Eva Stranovská, Katarína Chválová


    Constantine the Philosopher University in Nitra (SLOVAKIA)
    Why to read for pleasure?
    Theoretical framework
     nnecessity to support creative
    reading

     wordplay > a phenomenon


    emphasizing both the textual
    embeddedness and important
    connection to verbal humour [41]

     wordplay and the ability to create


    blends used as a tool to test
    students` creativity.

     blending > the most "whimsical" onomatological


    process” Böhmerová, [8] .
     The innovative word-formation process,
    interpreted through the masterpiece of
    Lewis Caroll – ALICE IN WONDERLAND
    “WORDPLAY SEEMS TO BE
    MORE LIKE PARONOMASIA,
    THUS BEING AN EQUIVALENT
    TO A PUN “ Redfern [32];
    Delabastita [15],)

    AN ATTENTION-GRABBING
    Using wordplay in DEVICE AND A MEANS OF
    ENHANCING THE
    literature classes MEMORIZATION OF THE
    UTTERANCE

    THE MAIN COMMUNICATIVE


    GOAL OF WORDPLAY IS TO
    “DRAW ATTENTION TO THE
    UTTERANCE “
    Research aim to find out to what extent reading comprehension skills
    and students` attitudes to reading influence the ability to
    decode blends and understand wordplay in the English
    language
    Research sample

    110 RESPONDENTS RANGED IN GRAMMAR SCHOOL STUDENTS


    AGE FROM 14 TO 16, AND LEVEL AND THE LOWER-SECONDARY
    OF PROFICIENCY IN ENGLISH - B1. SCHOOL STUDENTS
    Hypotheses

    1. Students with reading comprehension test results above average will gain on
    average better results in decoding puns and blends than the students with reading
    comprehension test results below average.

    2. Active readers will be more creative and successful in making their own blends
    than non-readers.
    Methodology

    Quantitative and qualitative


    methods :

    reading comprehension test B1

    self-constructed questionnaire

    test on decoding puns and blends

    content analysis
    Results
     A positive correlation observed between the score of active readers 69,69 % and the average
    score in reading comprehension 62.84 %.

    The reading comprehension test results


    according to student´s reading habits
    Average result of the test (%)

    80.00
    70.00
    60.00
    50.00
    40.00
    30.00 69.69 51.89
    20.00
    10.00
    0.00
    Series1

    Figure 1: Active readers vs. non-readers


    Results
    Active readers will be more successful in decoding puns and blends than
    non-readers.

    Test on puns and blends-


    average results

    49.42%

    32.49%

    active readers non-readers

    Figure 2: The average results of the test on puns


    and blends
    Results

    Average results-
    test on puns and blends
     Average reading comprehension test result -
    62,84% 50.12%
     ↑ the average result- 58 respondents
    31.23%
     ↓ the average result- 52 respondents

    Figure 3: Comparison of the results - test on puns and blends


    Results
    Active readers will be more creative and successful in making their own blends than non-
    readers.
    Reading Test on puns and
    comprehension test blends Table 1: Average reading comprehension test
    Respondent´s % % score and average score of students creating
    code
    9A2 80 64
    their own blends.
    9A10 80 64
    A10 87,5 35
    A13 87,5 54
    All of 13 respondents were active readers.
    A17 92,5 87
    Q3 87,5 80
    (Data was obtained from the questionnaire.)
    Q5 85 74
    Q8 82,5 54
    Table 1, shows a significant relationship between the tests
    K5 87,5 64 ´ high score in reading comprehension test (85,96 %) and
    K6 85 70 creativity in students` ability to create their own blends
    K7 85 77
    S1 90 77
    (66,92 %).
    S5 87,5 70
    Average result %
    85,96% 66,92%
    Figure 4 :The average result of the reading com-
    prehension test in each class

    73.08
    67.85 67.35 67.26
    62.45
    54.21
    48.75

    kvarta sexta 9.A 1.A kvinta 1.B 9.B


    Conclusion

     The aim : to find out to what extent reading comprehension skills and students`
    attitudes to reading influence the ability to decode blends and understand
    wordplay in the English language.
     Partial objective: to investigate the relationship between the score in reading
    comprehension tests and the students ` ability to decode puns and blends.
     Results proved: positive reading attitudes or habits of reading to be an influential
    factor in the reading comprehension test results.
     Active readers performed significantly better in both tests than non-readers.
     Active readers showed a higher extent of creativity in making their own blends
    than non-readers.
     a significant relationship was also shown between the tests´ results and creativity.
    It was proved that the higher the score of the tests´ results, the more likely it was that
    students were able to be creative and form their own blends.
     Active readers performed better on average 17,91 % than non-readers.

     a significant relationship was shown between students` positive attitudes and


    reading habits and the ability to create blends.
    The results proved that active readers performed better in decoding puns and blends
    by 17 % than non-readers.
     The higher score in reading comprehension tests was related to the higher
    percentage of the ability to decode and create the blends.

    A significant relationship was observed between creativity and reading


    comprehension test results.
    > the ability to decode blends > motivates students to read more for pleasure and become familiar
    with features of the language like word formation, wordplay, puns, homophones, and homographs,
    thus improving their cognitive flexibility.

    > necessity to incorporate tests measuring creative thinking such as Torrance tests.
    > help them diagnose individual students` problems or strengths, thus assessing their individual
    abilities
    > provide a more differentiated approach to students` individual problems when reading foreign
    language text and decoding puns and blends
    References
    [8] Böhmerová, A. Blending As Lexical Amalgamation And Its Onomatological And Lexicographical Status In English And
    In Slovak. Bratislava: ŠEVT, 152 Pages. Isbn 978-80-8106-032-8. 2010.
    [12]Carroll, L. Alice's Adventures In Wonderland. Volume One Publishing Chicago, Illinois, 1998. A Book Virtual Digital
    Edition, V.1.2 November, 2000. Online. Https://Www.Adobe.Com/Be_en/Active-use/Pdf/Alice_in_wonderland.Pdf

    [15] Delabastita, D. The Translator: Volume 2, Number 2: Wordplay And Translation: Essays On Punning And Translation.
    Manchester: St. Jerome Publishing.1996.
    [32] Redfern, Walter. Puns. Oxford: Blackwell. 1985.
    [38] Chválová, K., & Stranovská, E. Teaching Reading Comprehension In A Creative Way. In Contacts And Contrasts In
    Educational Contexts And Translation. . Second Language Learning And Teaching. Springer, Cham. 85 – 103.
    Https://Doi.Org/10.1007/978-3-030-04978-2_6.2009.
    (PDF) Teaching Reading Comprehension In A Creative Way. Available From:
    Https://Www.Researchgate.Net/Publication/330163649_teaching_reading_comprehension_in_a_creative_way
    [Accessed Sep 14 2023]. 2014.

    [41] Winter-froemel, Esme. Approaching Wordplay. In Sebastian Knospe, Alexander Onysko & Maik Goth (Eds.),
    Crossing Languages To Play With Words. Multidisciplinary Perspectives (The Dynamics Of Wordplay 3), 11–46. Berlin &
    Boston: De Gruyter. 2016.
    Thank you for your attention

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