Most challenging types of offline inferences for Chinese migrants when reading public notices in Spanish

Bibliographische Referenzen

• Al-Faki, I. M., & Siddiek, A. G. (2013). The Role of Background Knowledge in Enhancing Reading Comprehension. World Journal of English Language, 3(4). https://doi.org/10.5430/wjel.v3n4p42
• Alderson, J. C. (2000). Assessing Reading. Cambridge University Press. https://doi.org/10.1017/CBO9780511732935
• Allbritton, D. (2004). Strategic Production of Predictive Inferences During Comprehension. Discourse Processes, 38(3), 309–322. https://doi.org/10.1207/S15326950DP3803_2
• Balota, D. A., & Chumbley, J. I. (1990). Where are the effects of frequency in visual word recognition tasks? Right where we said they were a Comment on Monsell, Doyle, and Haggard (1989). Journal of Experimental Psychology: General, 119(2), 231–237. https://doi.org/10.1037/0096-3445.119.2.231
• Baralo, M., & Estaire, S. (2011). Variables socioculturales y comunicativas en el diseño curricular de una certificación de español para trabajadores inmigrantes. Lengua y Migración / Language and Migration, 3(2), 5–41. http://www.redalyc.org/articulo.oa?id=519553951001
• Baralo, M. (2012). Diseño de certificación lingüística comunicativa: ¿cómo evaluar la expresión e interacción escritas y orales? Revista Internacional de Lenguas Extranjeras, 1, 11–30.
• Baralo, M., Martín Leralta, S., & Pascual, I. (2016). La certificación de las competencias comunicativas del español para inmigrantes. Porta Linguarum, 25, 105–117.
• Barry, S., & Lazarte, A. A. (1998). Evidence for Mental Models: How Do Prior Knowledge, Syntactic Complexity, and Reading Topic Affect Inference Generation in a Recall Task for Nonnative Readers of Spanish? The Modern Language Journal, 82(2), 176–193. https://doi.org/10.1111/J.1540-4781.1998.TB01191.X
• Bengeleil, N. F., & Paribakht, T. S. (2006). L2 Reading Proficiency and Lexical Inferencing by University EFL Learners. Http://Dx.Doi.Org/10.3138/Cmlr.61.2.225, 61(2), 225–249. https://doi.org/10.3138/CMLR.61.2.225
• Blanco Pena, J. M. (2013). Escollos lingüísticos de los principiantes chinos de español como lengua extranjera: Causas y sugerencias pedagógicas. Hispania, 96(1), 97–109. https://www.jstor.org/stable/23608457
• Bransford, J. D., & Johnson, M. K. (1973). Considerations of some problems of comprehension. In Visual Information Processing (pp. 383–438). Elsevier. https://doi.org/10.1016/B978-0-12-170150-5.50014-7
• Bruner, J. S. (1957). On perceptual readiness. Psychological Review, 64(2), 123–152. https://doi.org/10.1037/h0043805
• Burgoyne, K., Whiteley, H. E., & Hutchinson, J. M. (2011). The role of background knowledge in text comprehension for children learning English as an additional language. Journal of Research in Reading, 36(2), 132–148. https://doi.org/10.1111/j.1467-9817.2011.01493.x
• Cain, K., Oakhill, J. V., Barnes, M. A., & et al. (2001). Inference making and knowledge. Memory & Cognition , 29, 850–859. https://doi.org/10.3758/BF03196414
• Cain, K., Oakhill, J. V., & Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(3), 681–694. https://doi.org/10.1017/S0305000903005713
• Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity. Journal of Educational Psychology, 96(4), 671–681. https://doi.org/10.1037/0022-0663.96.4.671
• Calvo, M. G., & Castillo, M. D. (1996). Predictive inferences occur on-line, but with delay: Convergence of naming and reading times. Discourse Processes, 22(1), 57–78. https://doi.org/10.1080/01638539609544966
• Chan, J. C. K., & McDermott, K. B. (2006). Remembering pragmatic inferences. Applied Cognitive Psychology, 20(5), 633–639. https://doi.org/10.1002/ACP.1215
• Clinton, V., Taylor, T., Bajpayee, S., Davison, M. L., Carlson, S. E., & Seipel, B. (2020). Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis. Reading and Writing 2020 33:9, 33(9), 2223–2248. https://doi.org/10.1007/S11145-020-10044-2
• Çokal, D. (2012). The online and offline processing of this, that and it by native speakers of English and by Turkish non-native speakers of English. [Ph.D. – Doctoral Program]. Middle East Technical University
• Corbett, A. T., & Dosher, B. A. (1978). Instrument inferences in sentence encoding. Journal of Verbal Learning and Verbal Behavior, 17(4), 479–491. https://doi.org/10.1016/S0022-5371(78)90292-X
• Cortés Moreno, M. (2014). Dificultades lingüísticas del español para los estudiantes sinohablantes y búsqueda de soluciones motivadoras. SinoELE, 10, 173–208.
• Demir, Y., & Konya, S. Ü. (2012). The effect of background knowledge and cultural nativization on reading comprehension and vocabulary inference. Journal of educational and instructional studies in the world, 2, 2146–7463.
• Dubrovskaya, T. (2012). Public Notices as Part of Linguistic Environment: Genre Analysis. In C. Conlan (Ed.), Applied Linguistics Association of Australia National Conference (pp. 302–334).
• Elbro, C., & Buch-Iversen, I. (2013). Activation of Background Knowledge for Inference Making: Effects on Reading Comprehension. Https://Doi.Org/10.1080/10888438. 2013.774005, 17(6), 435–452. https://doi.org/10.1080/10888438.2013.774005
• Escudero, I., & León, J. A. (2007). Procesos inferenciales en la comprensión del discurso escrito. Influencia de la estructura del texto en los procesos de comprensión. Revista Signos, 40(64), 311–336.
• Escudero Domínguez, I. (2010). Las inferencias en la comprensión lectora. Revista Nebrija de Lingüística Aplicada a La Enseñanza de Lenguas, 7, 6–32. https://doi.org/10.26378/RNLAEL47127
• Etaywe, A. (2013). Lexical inferencing strategies by learners of English as a foreign language - The case of Jordanian graduate and undergraduate learners of English as a foreign language.
• Garcia, G. E. (1991). Factors Influencing the English Reading Test Performance of Spanish-Speaking Hispanic Children. Reading Research Quarterly, 26(4), 371. https://doi.org/10.2307/747894
• Garnham, A. (1992). Minimalism Versus Constructionism: a False Dichotomy in Theories of Inference during Reading. Psycoloquy, 3(63).
• Garrod, S. C., & Sanford, A. J. (1982). The mental representation of discourse in a focussed memory system: Implications for the interpretation of anaphoric noun phrases. Journal of Semantics, 1(1), 21–41. https://doi.org/10.1093/JOS/1.1.21
• Gernsbacher, M. A. (1995). The Structure Building Framework: What it is, what it might also be, and why. In Models of text understanding (pp. 289–311).
• Gernsbacher, M. A., & Faust, M. (1995). Skilled suppression. In Interference and Inhibition in Cognition (pp. 295–327). Elsevier. https://doi.org/10.1016/B978- 012208930-5/50010-6
• Goetz, E. T. (2009). Infering from text: Some factors influencing which inferences will be made*. Http://Dx.Doi.Org/10.1080/01638537909544464, 2(3), 179–195. https://doi.org/10.1080/01638537909544464
• Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371–395. https://doi.org/10.1037/0033-295X.101.3.371
• Graesser, A. C., & Kreuz, R. J. (1993). A theory of inference generation during text comprehension. Discourse Processes, 16(1–2), 145–160. https://doi.org/10.1080/01638539309544833
• Hosoda, M. (2014). Generating Causal Bridging Inferences in EFL Expository Reading: Combining On-Line and Off-Line Processing. ARELE: Annual Review of English Language Education in Japan, 25, 239–254. https://doi.org/10.20581/ ARELE.25.0_239
• Iza, M., & Ezquerro, J. (2000). Elaborative Inferences. Anales de Psicología, 16, 227–249
• Kaefer, T. (2020). When Did You Learn It? How Background Knowledge Impacts Attention and Comprehension in Read•Aloud Activities. Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.344
• Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363–394. https://doi.org/10.1037/0033- 295X.85.5.363
• Kintsch, W. (1988). The role of knowledge in discourse comprehension: A constructionintegration model. Psychological Review, 95(2), 163–182. https://doi.org/ 10.1037/0033-295X.95.2.163
• Kispal, A. (2008). Effective Teaching of Inference Skills for Reading Literature Review Anne Kispal National Foundation for Educational Research. National Foundation for Educational Research.
• León, J. A. (2001). Las inferencias en la comprensión e interpretación del discurso: Un análisis para su estudio e investigación. Revista Signos, 34(49–50), 113–125. https://doi.org/10.4067/S0718-09342001004900008
• Magliano, J. P., Johnson, B. K., & Graesser, A. C. (1993). The Time Course of Generating Causal Antecedent and Causal Consequence Inferences. Discourse Processes, 16(1–2), 35–53. https://doi.org/10.1080/01638539309544828
• Martín Martín, P. A. (2003). Genre and discourse community. ES: Revista de Filología Inglesa, 25, 153–166.
• Mavrou, I., & Martín Leralta, S. (2018). Factores determinantes de la competencia comunicativa en español de trabajadores inmigrantes residentes en Madrid. Círculo de Lingüística Aplicada a La Comunicación, 74, 221–246. https://doi.org/10.5209/CLAC.60521
• McDermott, K. B., & Chan, J. C. K. (2006). Effects of repetition on memory for pragmatic inferences. Memory and Cognition, 34(6), 1273–1284. https://doi.org/ 10.3758/BF03193271/METRICS
• McGee, A. & Johnson, H. 2003. The Effect of Inference Training on Skilled and Less Skilled Comprehenders. Educational Psychology, 23(1), 49–59. https://doi.org/10.1080/01443410303220
• McKoon, G., & Ratcliff, R. (1992). Inference During Reading. Psychological Review, 99(3), 440–466. https://doi.org/10.1037/0033-295X.99.3.440
• McMaster, K. L., den Broek, P. van, A. Espin, C., White, M. J., Rapp, D. N., Kendeou, P., Bohn-Gettler, C. M., & Carlson, S. (2012). Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22(1), 100–111. https://doi.org/10.1016/j.lindif.2011.11.017
• Moreno Campos, V. (2008). Sobre el concepto de inferencia: un diálogo entre Lingüística y Psicología. In S. Díaz & A. Goin (Eds.), Territorios en red. Prácticas culturales y análisis del discurso (pp. 159–176). Biblioteca Nueva
• Narvaez, D., van den Broek, P., & Ruiz, A. B. (1999). The influence of reading purpose on inference generation and comprehension in reading. Journal of Educational Psychology, 91(3), 488–496. https://doi.org/10.1037/0022-0663.91.3.488
• O’ Brien, E. J., Cook, A. E., & Lorch, R. F. (2015). Inferences during Reading. Cambridge University Press. https://doi.org/10.1017/CBO9781107279186
• O’Reilly, T., Wang, Z., & Sabatini, J. (2019). How Much Knowledge Is Too Little? When a Lack of Knowledge Becomes a Barrier to Comprehension. Psychological Science, 30(9), 1344–1351. https://doi.org/10.1177/0956797619862276
• Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443–468. https://doi.org/10.1080/01690960344000008
• Oxford, R. (2001). Language learning styles and strategies: An overview. GALA.
• Paris, S. G., & Lindauer, B. K. (1976). The role of inference in children’s comprehension and memory for sentences. Cognitive Psychology, 8(2), 217–227. https://doi.org/10.1016/0010-0285(76)90024-4
• Pearson, P. D., Hansen, J., & Gordon, C. (1979). The Effect of Background Knowledge on Young Children’s Comprehension of Explicit and Implicit Information. Journal of Reading Behavior, 11(3), 201–209. https://doi.org/10.1080/10862967909547324
• Qian, H. (2017). Investigating “Unfaithful” Translations Via the Appraisal Theory: A Case Study of Public Notices. SSRN Electronic Journal. https://doi.org/10.2139/ SSRN.2931961
• Rai, M. K., Loschky, L. C., Harris, R. J., Peck, N. R., & Cook, L. G. (2011). Effects of Stress and Working Memory Capacity on Foreign Language Readers’ Inferential Processing During Comprehension. Language Learning, 61(1), 187–218. https://doi.org/10.1111/j.1467-9922.2010.00592.x
• Ripoll Salceda, J. C. (2015). Una clasificación de las inferencias pragmáticas orientada a la didáctica. Investigaciones Sobre Lectura, 4, 107–122. https://doi.org/ 10.37132/ISL.V0I4.43
• Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. . In R.J. Spiro etal. (eds) (Ed.), Theoretical Issues in Reading Comprehension. Lawrence Erlbaum.
• Sáiz López, A. (2005) «La migración china en España: características generales». Revista CIDOB d’ Afers Internacionals, 2005, n.º 68, pp. 151-163,
• Samuels, S. J. (1983). A Cognitive Approach to Factors Influencing Reading Comprehension. The Journal of Educational Research, 76(5), 261–266. https://doi.org/10.1080/00220671.1983.10885463
• Shin, J., Dronjic, V., & Park, B. (2018). The Interplay Between Working Memory and Background Knowledge in L2 Reading Comprehension. TESOL Quarterly, 53(2), 320–347. https://doi.org/10.1002/TESQ.482
• Singer, M., & Ferreira, F. (1983). Inferring Consequences in Story Comprehension. Journal of verbal learning and verbal behavior, 22, 43–448.
• Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Https://Doi.Org/10.1080/02702711.2021. 1888348, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
• Songyang Huang, & Chunyan Liu. (2013). Working Memory and Thematic Inference Processing in L2 Narrative Comprehension. Asian Journal of English Language Teaching, 23, 19–36.
• Soto, C., Blume, A. P. G. de, Jacovina, M., McNamara, D., Benson, N., & Riffo, B. (2019). Reading comprehension and metacognition: The importance of inferential skills.
• Steffensen, M. S., Joag-Dev, C., & Anderson, R. C. (1979). A Cross-Cultural Perspective on Reading Comprehension. Reading Research Quarterly, 15(1), 10. https://doi.org/10.2307/747429
• Tabatabaei, E., & Bagheri, M. S. (2013). Readability of Reading Comprehension Texts in Iranian Senior High schools Regarding Students’ Background Knowledge and Interest. Journal of Language Teaching and Research, 4(5). https://doi.org/10.4304/jltr.4.5.1028-1035
• Ureña, C., Flores, M.E. & Martín Leralta, S. (Under review). Competencia comunicativa oral en español en contextos de migración: diseño y validación de un examen multinivel. Revista Signos. Estudios de Lingüística.
• Valentini, C. (2008). «La lectura inferencial en lengua 1 y en lengua 2 (Francés). El caso del texto argumentativo». e-Universitas: UNR Journal, ISSN-e 1852-0707, Vol. 1, Nº. 1 (November), 2008, pp. 209-277
• Van den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory and Cognition, 29(8), 1081–1087. https://doi.org/10.3758/BF03206376
• Wolfe, M. B. W., & Woodwyk, J. M. (2010). Processing and memory of information presented in narrative or expository texts. British Journal of Educational Psychology, 80(3), 341–362. https://doi.org/10.1348/000709910X485700
• Yuill, N., & Oakhill, J. (1988). Effects of inference awareness training on poor reading comprehension. Applied Cognitive Psychology, 2(1), 33–45. https://doi.org/10.1002/acp.2350020105
• Zhang, M. (2009). Social context and translation of public notices. Babel. Revue Internationale de La Traduction / International Journal of Translation, 55(2), 142–152.