Batas akan tetap menjadi batas, saat tak ada yang benar-benar berani menyeberanginya. Seperti halnya kita menamai utara sebagai utara, karena tak ada yang pernah bertanya kenapa. Jarak akan tetap menjadi jarak, saat tak ada yang memulai langkah untuk menyudahinya. Kita hanya menduga-duga, sebelah langit mana yang berwarna lebih merah. Dan, perjalanan hanya akan menjadi perjalanan, saat tak ada yang sudi menceritakan kisah yang menyertanya. Maka, temuilah, lewati batas, tuntaskan jarak. Ceritakan—setidaknya kepada diri sendiri, tentang jawaban yang kita temui. *** Inilah kisah perjalanan yang akan membuat kita kembali kepada sesuatu yang paling dekat, sejauh apa pun kita melangkah pergi. Sebuah perjalanan ‘ziarah’; mengunjungi diri sendiri. -GagasMedia-
Bila hari terang, di belakang paviliun ini, saya bisa melihat sawah membentang,
sungai kecil yang mengalir tenang—kadang ada warga desa yang mandi di
sana—dan pura kecil keabu-abuan berlumut yang berada tepat di tengah sawah
, ...
The neighbor lady drew breath and the dog's lady amended, smiling, "What do
you want her to learn?" "We-1-1 ... Broadly speaking, you can teach them
anything they can leam whenever you can get your hands on them. Teaching
may be ...
Érase una vez una arañita hermosa y fina que al verla pasar, parecía un pétalo desprendido de la flor más reluciente del jardín. Un día vio pasar a un abejorro inmenso, brillante y el más fuerte de todos ... Cuando él pasaba todo el jardín enmudecía. -- cover, p. [4].
Érase una vez una arañita hermosa y fina que al verla pasar, parecía un pétalo desprendido de la flor más reluciente del jardín.
Two objectives guide this dissertation: (1) determining which task reveals more comprehension by L2 listeners when they listen to a passage in non-collaborative discourse; (2) identifying the introspective strategies used to comprehend the aural passage. Both comprehension and strategies are analyzed in a study based on a psycho-cognitive framework in which comprehension of spoken language is assumed to be a process of decoding and encoding language. Comprehended language is held either in the long-term memory (LTM), or short-term memory (STM). Furthermore, it is assumed that listeners make use of strategies to understand language. Data were collected during a post-listening task, an on-line task and a retrospective interview. The two first tasks were designed to measure comprehension, and the last was an introspective task designed to probe the subjects' points of view on the listening comprehension process. Fifty-nine students of Portuguese at the University of Illinois participated in the post-listening task. Based on their recall protocols, twelve subjects were selected as High, Middle and Low-group subjects, of which there are four in each group. The scoring procedures of the recall protocols are based on Meyer (1979). The verbal reports collected during the retrospective interview were analyzed according to Oxford (1990). The results show that all subjects recalled more idea units during the on-line task than in the post-listening task when language is assumed to be in STM. However, the conclusion is that comprehension was best revealed during the post-listening task. This is so because comprehension is considered to be the manner in which one hears, then organizes the language into verbal units and applies meaning to language, not only the number of recalls, as shown in the on-line task. The subjects' introspections on the comprehension process revealed that the High-group subjects were more aware of their strategies. The results also show that the High-group subjects demonstrated more comprehension, despite having studied Portuguese for less time. Due to the fact that they were older than the others, it is suggested that maturational factors might possibly have affected the High-group subjects' performance.
This is so because comprehension is considered to be the manner in which one hears, then organizes the language into verbal units and applies meaning to language, not only the number of recalls, as shown in the on-line task.
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Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
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Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
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| 02.21601343 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
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| 02.2090077 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
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