While brilliance and originality surely top the list of qualities shared by Brandom and Heidegger, another commonality is a tendency to treat their predecessors as partial and sometimes confused versions of themselves. Heidegger, therefore, could hardly be indignant on principle if Brandom finds a fair bit of Making it Explicit in the first division of Being and Time. Nevertheless, some details...

the cognitive predictors (i.e.,phonological awareness, and rapid automatized naming) underlying reading achievement have not been researched in iranian partial english immersion and non-immersion programs. the present study sought to investigate the relationship between english and persian phonological awareness (pa), rapid autamatized naming (ran) and reading achievementof iranian students in ...

Recent functional neuroimaging studies are generating novel insights into our knowledge of skilled and disturbed reading. In neurologically normal subjects, a double dissociation in neural activation in response to reading words and pseudowords has been revealed that corresponds to that observed in the comparison of semantic and phonological tasks. In patients with acquired dyslexia, functional...

It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning. This study first explores the relationship between EFL learners' self-efficacy in reading comprehension and their reading anxiety. Secondly, it explores the relationship between EFL learners' ...

0

following innovations in intelligence and its radical changes from a unitary concept (iq) to a multi-dimensional conceptualization, i.e. multiple intelligences and the need to design classroom activities based on the l2 learners’ cognitive styles, this study examined the impact of linguistic intelligence and emotional intelligence on the reading comprehension ability of the iranian efl learners...

l2 learners’ individual differences are crucial factors that deserve attention in l2 education. focusing on 2 main areas of individual differences (i.e., field (in)dependence and multiple intelligences), this study explored their relationships with l2 reading performance. participants were 64 tefl undergraduates and postgraduates. to assess the participats’ degree of field (in)dependence and mu...

In English as a Second Language Teaching and Testing situations, it is common to infer about learners’ reading ability based on his or her total score on a reading test. This assumes the unidimensional and reproducible nature of reading items. However, few researches have been conducted to probe the issue through psychometric analyses. In the present study, the IELTS exemplar module C (1994) wa...

Jean-Luc Arrègle, EMLYON Business School (editor) Laure Cabantous, Cass Business School (editor) Stewart Clegg, University of Technology, Sydney (editor) Olivier Germain, Université du Québec à Montréal (editor, book reviews) Karim Mignonac, Université de Toulouse 1 (editor) Philippe Monin, EMLYON Business School (editor) Tyrone Pitsis, University of Newcastle (editor) José Pla-Barber, Universi...