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This study investigated the impact of a metacognitive reading strategy training programme (METARESTRAP) on metacognitive reading strategies and reading comprehension. The quasi-experimental study was conducted with 93 freshmen in the English Language Teaching Department of Canakkale Onsekiz Mart University. After pre and post reading tests and a metacognitive reading strategy questionnaire were administered, the six-week METARESTRAP was implemented. The results demonstrated that METARESTRAP significantly fostered reading comprehension skills by providing awareness of metacognition along with declarative, procedural, and conditional knowledge about metacognitive reading strategies. It can be concluded that METARESTRAP worked well specifically for matching-type cohesion, coherence, text structure, and global meaning questions along with multiple-choice-type main idea, opinion, detail, and reference questions. (C) 2014 The Authors. Published by Elsevier Ltd.

The article focuses on a specific extension of the anthropomorphic conceptual metaphor in the novel “Jerry of the Islands” by Jack London. By applying Conceptual Metaphor Theory and frame semantics to the text, we discover the mappings that serve to recreate the author's view of animal cognition and communication for the reader. We continue to outline the interconnection of extended metaphoric mappings in their relation to the source domains by uniting these concepts under the notion of key textual metaphor. We conclude with the outline of the functioning of the key textual metaphor as a coherence device.

This paper contributes to existing process-based translation studies by putting forward a methodological approach for integrating information-structure theories in the translation process. The approach is based on a three-stage translation method (analysis, transfer and reproduction) and used in translation classes or in real-life translation scenarios, it has the following advantages: it provides a basis for ST understanding and in this way students become aware of different patterns of textual organization; i t facilitates the creation of source- or target-oriented texts and shows how the source text may have different target versions in terms of internal organization, structure and focus, all different yet all correct, depending on the writer's intention, clie nt's requirements or target language preferences; last but not least, it raises awareness about the fact that inadequate or incons istent application of translation strategies above word level may lead to instances of incoherence at the global level of discourse.

This paper is part of a wider theory-building research which aims at facilitating text understanding and text production for communication students at Bachelor level. The approach presented here comes to complement existing text-production strategies in the specialized literature and is based on the application of four strategies which use different relational perspectives (syntactic, semantic, lexico-grammatical, and cognitive) in the production of texts. The suggested approach can help communication students (1) produce texts to suit different types of audience, (2) make consistent decisions as to the use of salient textual properties, (3) stress or focus on desired or relevant information and (4) preserve coherence and cohesion so as to facilitate text understanding.

In the specialised literature, most studies have analysed language by relating it to the level of intellectual development and the quality of educational influences. We believe that the specificity of the language used by mentally deficient children may be fully elucidated only by considering of the two references above. We have studied aspects concerning language productivity, the quality of expression and verbal coherence, we have analysed the comprehension capacity and the possibility of using the information accumulated so that, in the end, we could be able elaborate a language development program adapted to the gender of the subjects.

The over resemblance of architectural features often creates a built-environment with monotonous and placelessness. This research attempts to examine the perception of both architects and adolescence lay persons on their perceptions over design element configurations. A set of simulated photographic stimuli embedded with relevant variables are utilized to persuade answers between two groups of respondents on their perceived unity in the neighborhood. The research suggested that, in order to create a united appearance and avoid placelessness of the neighborhood, architect must pay close attention to window and door consistency which could help create environmental harmony without boring side effects.

Research in different disciplinary fields has pointed to migration as an important breakdown in people's lives, which influences the construction of their personal autobiographies and identities. Narratives have been considered a fundamental tool for the creation of coherence and sense making of people's autobiographies and, therefore, their identities, especially in turning-point situations as migration. The goal of this paper is to contribute to the study of migrants’ identity development through the study of migrants narratives. Empirical data from Andalusian (Southern Spain) migrants will be analyzed.

In achieving good reading comprehension, the ability to recognize and use reference words and phrases in texts is essential From informal observations, it has frequently been found that one of the major hurdles in comprehending texts is th recognition of words and phrases that refer to the same idea which traditionally have been called ‘reference words’ o referential expressions. The objectives of this research are to analyze and compare pedagogical approaches and strategies fo teaching reference words to MUET Band 3 students in reading. The study indicates that for most of the referent words an phrases, and hence for overall performance, both the deductive and inductive groups did equally well. However, a mor detailed analysis revealed that the few referential expressions in which the deductive group did much better are those tha require a more mechanical application of rules whereas the few that the inductive group did significantly better are those tha require a more challenging processing of the information in the article.

Two instructional approaches on comprehension monitoring in English as FL are contrasted. Although using the same materials (elementary science texts), one of them is based on tasks focusing on vocabulary and grammar, and the other one is based on main ideas identification and textual coherence. The English proficiency level was controlled and comprehension monitoring measures were obtained in the pretest and the posttest using embedded micro and macro-structural inconsistencies in texts. Results showed that teaching students to read in order to understand main ideas and to elaborate the text macrostructure produce better results than focusing attention on discourse low-level components.