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Full-Text Articles in Arts and Humanities
Intertextuality, Aesthetics, And The Digital: Rediscovering Chekhov In Early British Modernism, Sam Jacob
Intertextuality, Aesthetics, And The Digital: Rediscovering Chekhov In Early British Modernism, Sam Jacob
Modernist Short Story Project
Mark Halliday’s poem, “Chekhov,” published in 1992, raises a simple yet profound question regarding the Russian playwright and author, Anton Chekhov: What do we get from Chekhov? Considering the present article’s particular focus, Halliday’s query may be used to ask how Chekhov influenced early modernist writers (circa 1900-1930) from the British literary context. However, when considering the amount of scholarly work devoted to this question, the initial simplicity of Halliday’s inquiry evaporates, giving way to a breadth of complexity, nuance, and ambiguity. Such ambiguity has led scholars attempting to trace the intertextual convergence between Chekhov and the early modernist writers …
In Advanced L2 Reading Proficiency Assessments, Should The Question Language Be In The L1 Or The L2?: Does It Make A Difference?, Troy L. Cox, Jennifer Brown, Teresa R. Bell
In Advanced L2 Reading Proficiency Assessments, Should The Question Language Be In The L1 Or The L2?: Does It Make A Difference?, Troy L. Cox, Jennifer Brown, Teresa R. Bell
Faculty Publications
When investigating foreign language (FL) proficiency in reading in higher education, one must first determine what proficient reading entails and how to operationalize it. The American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines provide a starting point in this process, but they do not provide instructions for assessing reading. Clifford and Cox (Foreign Lang Ann 46(1):45–61, 2013) define proficient reading as “the active, automatic, far-transfer process of using one’s internalized language and culture expectancy system to efficiently comprehend an authentic text for the purpose for which it was written (p. 50).” According to this definition, reading is …