Voices in reading literature

IF 1.7 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Dag-Tore Nordbø Kristiansen , Karin Kukkonen , Stefka G. Eriksen , Sarah Bro Trasmundi
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引用次数: 0

Abstract

Building upon recent studies of historical reading practices and their insights into the bodily and cognitive nature of reading, this article explores the impact of silent and voiced reading on the diverse bodily, cognitive, and emotional engagements with a text. Our starting point is that language is not merely a tool for translating mental content but emerges from and shapes embodied ways of interacting with the world, in this case, a reading-world. First, we present a phonetic analysis based on a pilot study of university students' voiced and silent reading. The overall cognitive act of articulating phonemes based on perception of graphemes is portrayed as an embodied process, particularly evident in instances where readers modify their pronunciation of unfamiliar words or grapheme clusters. Moreover, we observe how readers embody emotions and differentiate between narrators or voices in the text by creatively and dynamically modulating their oral cavity to produce subtle, yet cognitively significant changes in speech sounds. Second, drawing on interview data from the same study, we explore how the two reading conditions influence experiential factors, including perceptions of time, qualities of imagery, and the multiplicity of voices enacted by the reader. Together, these aspects provide insights into the function and value of readers' practices of reading silently and aloud. While, in our study, reading aloud helps modulating local sensitivity to prosodic features that are important for e.g. emotion regulation and comprehension, readers more easily orient themselves in a text when reading silently, strengthening the in-depth experience of settings, characters, and narrators. While the attributes of silent and voiced reading may vary based on expertise, norms, and personal preferences, each mode appears to offer distinctive advantages. We thus conclude by proposing that readers could benefit from alternating between both reading modes, adapting to the specific task at hand. This approach allows for the full realisation of the embodied potential in alignment with the requirements of the task. Additionally, historical practices of reading aloud can inform the study of reading modes, providing a repertoire of possibilities absent in today's reading ecologies dominated by silent reading.

文学阅读中的声音
本文以近期对历史阅读实践的研究及其对阅读的身体和认知本质的洞察为基础,探讨了无声阅读和有声阅读对身体、认知和情感参与文本的不同影响。我们的出发点是,语言不仅仅是翻译心理内容的工具,它还产生并塑造了与世界(这里指阅读世界)互动的身体方式。首先,我们根据对大学生有声阅读和无声阅读的试点研究进行语音分析。根据对词素的感知来发音的整体认知行为被描绘成一个具体化的过程,这在读者修改他们对不熟悉的单词或词素群的发音时尤为明显。此外,我们还观察到读者如何通过创造性地动态调节口腔,使语音产生微妙而又具有认知意义的变化,从而体现情感,并区分文本中的叙述者或声音。其次,根据同一研究的访谈数据,我们探讨了两种阅读条件如何影响体验因素,包括对时间的感知、意象的特质以及读者发出的多重声音。这些方面共同为读者默读和朗读实践的功能和价值提供了启示。在我们的研究中,朗读有助于调节对情绪调节和理解等方面非常重要的拟声特征的局部敏感性,而读者在默读时更容易将自己定位在文本中,从而加强对环境、人物和叙述者的深入体验。虽然默读和有声阅读的特质可能会因专业知识、规范和个人偏好的不同而有所差异,但每种模式似乎都具有独特的优势。因此,我们最后建议,读者可以根据手头的具体任务,交替使用这两种阅读模式。这种方法可以根据任务的要求充分发挥体现潜能。此外,历史上的朗读实践可以为阅读模式的研究提供借鉴,提供当今以默读为主的阅读生态中所缺乏的各种可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Language Sciences
Language Sciences Multiple-
CiteScore
2.90
自引率
0.00%
发文量
38
期刊介绍: Language Sciences is a forum for debate, conducted so as to be of interest to the widest possible audience, on conceptual and theoretical issues in the various branches of general linguistics. The journal is also concerned with bringing to linguists attention current thinking about language within disciplines other than linguistics itself; relevant contributions from anthropologists, philosophers, psychologists and sociologists, among others, will be warmly received. In addition, the Editor is particularly keen to encourage the submission of essays on topics in the history and philosophy of language studies, and review articles discussing the import of significant recent works on language and linguistics.
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