Reci=
bido: 06-02-2020
/ Revisado: 27-02-2020 /Aceptado: 08-03-2020/ Publicado: 03-04-2020
D=
OI: https://doi.org/10.33262/exploradordigita=
l.v4i2.1199
Deictic
Expressions and Reading Comprehension
Expresiones
deícticas y comprensión de lectura
Reci=
bido: 06-02-2020
/ Revisado: 27-02-2020 /Aceptado: 08-03-2020/ Publicado: 03-04-2020
D=
OI: https://doi.org/10.33262/exploradordigita=
l.v4i2.1199
Deictic
Expressions and Reading Comprehension
Expresiones
deícticas y comprensión de lectura
Juan Gabriel Ramos Corrales.[1], Ana Jazmina Vera de la Torre.[2], Dorys
Maribel Cumbe Coraizaca[3]
& Angela Cecibel Moreno Novillo.[4]
ABSTRACT
The present investigation is expected to cove=
r an
examination completed with the following topic "Deictics and the Readi=
ng
Comprehension." which investigates the relationship between the variab=
les
and how EFL under students improved their Reading Comprehension. This
examination was coordinated by using a quali-quantitative methodology by
applying a pre-and post-test that assessed the functions of the Reading
Comprehension and evaluated this. Deictic expressions were applied in=
side
the classroom. The subjects of the examination were higher education studen=
ts.
Thinking about the results of this investigation, it is obvious that =
the
following English Language Students vanquished their Reading Comprehension
issues by using Deictic expressions and exhibited that a large portion of t=
hese
English Language Students improved their competence which helped them to re=
ad
and understand the written form of English Language.
Keywords: Deictics, Englis=
h language,
Reading, Comprehension, expressions.
Resumen.
Se
espera que la presente investigación cubra un examen completado con el sigu=
iente
tema "Deictics and the Reading Comprehension". que investiga la
relación entre las variables y cómo EFL bajo los estudiantes mejoró su
comprensión de lectura. Este examen se coordinó mediante el uso de una
metodología cualitativa cuantitativa mediante la aplicación de una prueba
previa y posterior que evaluó las funciones de la comprensión de lectura y =
lo
evaluó. Se aplicaron expresiones deícticas dentro del aula. Los sujetos del
examen fueron estudiantes de educación superior. Pensando en los resultados=
de
esta investigación, es obvio que los siguientes estudiantes del idioma ingl=
és
vencieron sus problemas de comprensión de lectura usando expresiones deícti=
cas
y demostraron que una gran parte de estos estudiantes del idioma inglés
mejoraron su competencia, lo que les ayudó a leer y comprender la forma esc=
rita
de lengua inglesa.
Palabras
clave: Deíctica, lengua inglesa, lectura,
comprensión, expresiones.
Introduction
In Ecuado=
r,
reading comprehension and therefore reading are necessary aspects for the
development of all students in all stages of academic formation. The skill =
of
reading contributes to the process of concentration and analysis by enabling
cognitive agency; since, through this, it is possible to acquire new knowle=
dge
that encourages cognitive and imaginative development, transforming itself =
into
an essential pillar to people to communicate in English Language.
In the
educational institutions resident in Tungurahua, it is essential to stimula=
te
all the students started by the lower levels (EGB) to develop in them a rea=
ding
habit and appreciation for all kinds of reading, therefore, create a better
development of the classes within the classroom. This praxis allows promoti=
ng
critical and creative thought and reasoning so that the reader can meditate=
and
reflect on the learning obtained during the reading time, simplifying the
process of understanding different topics to be studied in the classroom,
clearly increasing the academic performance of the students.
Theoretical Framework
In this section, the concept of Deictics and Readi=
ng
Comprehension are defined considering different models proposed by some aut=
hors
in the last decades.
Linguistics
Linguistics is the discipline responsible for the =
deep
and scientific study of languages and everything related to them, such as;
lexicon, language, pronunciation, way of speaking intonation, and do on. Fr=
om
the 19th century, Ferdinand de Saussure appears who provides a clear and
concise concept and distinction of the language, being used as a mechanism =
or
also known as a speech system and determines the integration of linguistics
with semiology, a science that studies communication systems within human s=
ocieties,
from which the need to differentiate between languages appears. (system) and
speech (implementation) (Saussure, 1916, cited in Ramos,2019.
In addition, there is formal linguistics which is =
the
investigation of the structures and procedures of language, that is, the wa=
y it
works and is sorted out. Furthermore, formal linguistics consider the
structures of various languages by distinguishing the basic components among
them, trying to find the most proficient approach to portray language.
Semantics
For a few theorists, semantics concerns with the
investigation related to semantics they do not agree with the exact meaning=
or
definition of it for some of them semantics is represented as the study of
meaning which means as conveyed through dialect, while for some others,
semantics examines all parts of importance and they need to include the name
"linguistic" to touch base at a more exact definition. This
qualification, in any case, is not generally given much significance and
leaving aside extraordinary plans, most likely all authors would concur with
Kreidler's definition (to pick only one of them): linguistic semantics is t=
he
study of how language compose and express meaning. (Kreidler,1998, cited in
Ramos,2019).
Deitics
Deitics, shifters or
embragues are expressions whose referent cannot be determined except in
relation to the interlocutors, so the pronouns of the 1st and 2nd person
designate respectively the person who speaks and the one to whom it is spok=
en(Jakobson,1963,
cited in Ramos, 2019)
Jakobson (1963), propos=
es a
meticulous characterization of the grammatical "concepts" express=
ed
by the verbal forms, the Russian ones. The article is divided into two part=
s:
the first brief part, in which the linguistic concept of "commutator&q=
uot;
is defined (in English, shifter, which could also be translated as
"alternator"), which is the axis around which the second part of =
the
work is articulated, notably more extensive, which consists, precisely, in =
the
description-classification of the Russian verbal system.
As Jakobson (1963)
explains, in every "communicative act" (1) both the message that =
is
transmitted and the code underlying that message are susceptible to present=
ing
a "double" operation: they can be used in their referential funct=
ion,
or they can be at the same time be referred, indicated. In principle Jakobs=
on
part of the relationship between the code and the message and says that this
relationship is encryption and decipherment. That is to say, in the process=
of
communication, the more decoded, the greater amount of information is recei=
ved
from a message. The information will be conveyed by what the code can decip=
her
the receiver of the message. But between the code and the message, four typ=
es
of relationships can be established:
1)
M / M: message referred to messag=
e. A
message can refer to another message. In this case, the speaker distinguish=
es
the assertions he makes in his own name from those other discourses that ha=
ve
been pronounced by other speakers. Discourse referred to another discourse.=
For
example, the quote: "I say that Jakobson in his article says".
2)
C / C: code referred to code. The
linguistic codes, on the other hand, have peculiar units whose functioning
depends directly on the symbolizing character of the language, and not on i=
ts referential
function. The paradigm is the proper names, applicable singularly to certain
individuals who, as a whole, do not share another characteristic than to be
called equal. Then, the proper name is a particle of the code that can only=
be
referred to the code: significant that does not have a definition of meanin=
g in
the dictionary.
In these =
two cases,
we would be talking about phenomena of circularity; on the contrary, when i=
t is
the message that refers to the code, or a unit of the code, which acquires
significance only in relation to the message that we would find in front of
coating phenomena or overlapping.
3)
M / C Message referred to code: T=
he
first thing is what happens, for example, when we talk about the meaning of=
a
word. Autonomous speech they call him. For instance: cat is a mammal, cat i=
s a
two-syllable word, cat in English is called cat. In all cases, it is seen t=
hat
there is a direct reference to the code.
4)
C / M Code referring to message. =
This
is the mechanism that activates, precisely, the commutators, the personal
pronouns and, among them, in a very special and almost unique way, the pron=
oun
"I".
Reading
Reading is considered one of the most important
activities a person does during his life. First, this activity is unique to=
the
human being, those who have been the only living beings capable of developi=
ng
advanced intellectuality and rationality. The reading is not innate of the
human being, this one should be learned and later developed to reach
satisfactory levels. The objective of reading is important to develop it si=
nce
each type of reading, whether for work or education, has its own reading
process.
Types of Reading
Table 1: Types of Reading
Researchers. (2019)
Source: Dependent variable
The content is treated as an end in itself. Broad
perusing, then again, includes perusing of enormous amounts of material,
straightforwardly and easily. It is treated as a necessary chore. It might
incorporate perusing just for delight or perusing specialized, logical or
proficient material. This later sort of content, increasingly scholastic, m=
ay
include two explicit kinds of perusing, checking for key subtleties or skim=
ming
for the basic importance. A moderately fast and effective read, either all
alone or subsequent to filtering or skimming, will give a worldwide or gene=
ral
importance.
This site page at that point will initially look at
concentrated perusing. The second part will manage broad perusing, with an
emphasis on how it results in a general or worldwide significance. The four=
th
part gives a short remark on how serious and broad perusing may work in a
similar class. The fourth part analyzes checking and the fifth, filtering. A
last 6th part remarks on how examining and skimming might be utilized in a =
similar
perusing.
Brown clarifies that escalated perusing "poin=
ts
out linguistic structures, talk markers, and other surface structure subtle=
ties
to comprehend strict significance, suggestions, logical connections, and so
forth." He attracts a relationship to concentrated perusing as a
"long range focal point" technique. (Brown, 2007, cited in Ramos
2019) According to Long, it is a "definite in-class" examination,
driven by the educator, of vocabulary and syntax focuses, in a short
entry." (Long, 1987, cited in Ramos, 2019)
Reading
comprehension
"Reading comprehension is the ability to
understand what is read, both in reference to the meaning of the words that
make up a text, and with respect to the overall understanding of the text
itself" (Cahuascanco, s.f.). =
Reading
comprehension can be defined as the ability to understand what is written,
identifying words with their respective meaning, based on the interaction
between the reader and the text, in order to create an understanding in a
global way.
Reading comprehension is the capacity to process
content, comprehend its importance, and to coordinate with what the reader =
knows
(Willian, 2009, cited in Ramos, 2019). Fundamental aptitudes required in
productive perusing perception are knowing the significance of words, capac=
ity
to comprehend importance of a word from talk setting, capacity to pursue
association of entry and to distinguish precursors and references in it,
capacity to draw inductions from a section about its substance, capacity to
distinguish the principal thought of an entry, capacity to respond to quest=
ions
replied in a section, capacity to perceive the artistic gadgets or
propositional structures utilized in an entry and decide its tone, to
comprehend the situational temperament (operators, items, worldly and spati=
al
reference focus, easygoing and purposeful affectations, and so on.) passed =
on
for attestations, addressing, ordering, abstaining and so forth lastly capa=
city
to decide essayist's motivation, aim and perspective, and draw deductions a=
bout
the author (talk semantics)(Davis F., 1944, cited in Ramos, 2019.
Capacity to appreciate content is affected by
peruser's aptitudes and their capacity to process data. On the off chance t=
hat
word acknowledgment is troublesome, understudies utilize a lot of their
handling ability to peruse individual words, which meddles with their capac=
ity
to understand what is perused. There are many perusing methodologies to imp=
rove
perusing understanding and inductions, including improving one's vocabulary,
basic content examination (intertextuality, genuine occasions versus portra=
yal
of occasions, and so forth.) and rehearsing profound reading (Wolf, 2016, c=
ited
in Ramos 2019.
Perusing appreciation is the dimension of
comprehension of a content/message. This understanding originates from the
collaboration between the words that are composed, and how they trigger
learning outside the content/message (Rayner, Foorman, Perfetti, &
Seidenberg, 2001, cited in Ramos, 2019.. Tompkings suggested that comprehen=
sion
is an "inventive, multifaceted procedure" subordinate upon four
language abilities: phonology, linguistic structure, semantics, and pragmat=
ics.
It is explained that there are 7 b=
asic
aptitudes for perusing appreciation: Decoding, Fluency, Vocabulary, Sentence
Construction and Cohesion, Reasoning and foundation information, and Working
memory and consideration
Methodology
According to the selected paradigm in the
philosophical foundation of the present research, the qualitative and
quantitative approach was applied because it was important to consider the
whole, the total integration of a specific context, without dividing it to =
the
study of its parts. It was based on data collection methods such as
descriptions and observations, including numerical measurement.
The research modality used in this investigation w=
ere
field and bibliographic due to was important to be in the place where the
problem was found and was useful to search information in books, thesis or =
any
other information tool. The level or type of research were exploratory,
correlational and descriptive all of this to achieve the objective that was=
to
find the relationship between variables.
The study population is the students from a univer=
sity
in the center of the Country. The population to be researched is formed by a
universe of 64 legally enrolled students, corresponding to the academic per=
iod
September 2018- August 2019 distributed in 2 parallels. For this research, =
the
third A-B semesters of the Language Center will be investigated.
Analysis and Results
Table 2: Final Pre-and post-test
Source: Final Pre-and
post-test scores
Researchers. (2019)
Figure 1: Final pre-and
post-test experimental group
Source: Final Pre-and post-test scores
Researchers (2019)
Analysis =
and
Interpretation:
The outcomes from Figure 4 demonstrate a correlation between the four
options: bad, regular, good, and excellent, and shows that there was a great
expansion in the last scores of the test gotten by the understudies. We can=
see
that the procedures utilized in the classroom functioned admirably that is =
the
reason why in the pre-test 42 students got bad grades and once deictics were
applied inside the classroom just 7 got bad grades. It implies that deictics
worked well with each group.
The second part demonstrates and shows that there was a little expans=
ion
in the last scores gotten by the understudies where we can see that the
procedures utilized in the classroom functioned.
The third part demonstrates and shows that there was a huge expansion=
in
the last scores acquired by the understudies where we can see that the syst=
ems
utilized in the classroom functioned admirably since in the pre-test 6 stud=
ents
were good and when deictics were applied 28 of them finally were good.
The fourth part demonstrates and show that there was a great expansio=
n in
the last scores acquired by the understudies. We can see that the procedures
utilized in the classroom functioned very well that is why no one was excel=
lent
in the pre-test, but at the end 11 of them acquired this grade.
The primary reason for this exploration was to upgrade the Reading
Comprehension of understudies that is the reason the examination of the
pre-test and post-test demonstrates that after the utilization of Deictics
their execution enhanced because of the undertakings that were thought abou=
t in
each class helped them to read and comprehend what is written, unmistakably=
the
desire grade for all of them (excellent) was not achieve, but rather the
methodologies and exercises utilized in the classroom helped them and with =
more
practice they will satisfy the target.
Table 3: Test statistics
Source: Hypothesis
verification
Researchers. (2019)
In the te=
st
for a sample, the Wilcoxon signed rank test was applied where it showed the
distribution that arises from the problem of estimating the mean of a norma=
lly
distributed population when the sample size is small. For parametric infere=
nce,
at least one interval scale is required, this means that our data they must
have an order and an interval numbering. In other words, our data can be
categorized since there are numbers with which to perform statistical
calculations., it can be shown that when P is obtained with a value of 0
(bilateral), and this is less than 0.05, the null hypothesis is rejected, so
the alternative hypothesis is accepted, that is, Deitics has a relation with
Reading Comprehension of the stude=
nts.
Conclusio=
ns
After analyzing and interpreting the results obtained from the
application of Deitics i=
n the
experimental group of students. It is conclude that the use of Deictic
expressions has a positive effect in their Reading Comprehension.
•
There is a relation between Deiti=
cs
and the Reading Comprehension since Deitics improves it positively. Obvious=
ly,
the Alternative Hypothesis was acknowledged with an element of centrality of
0.5. while the Null Hypothesis was rejected.
•
Deictics are essential in the Rea=
ding
Comprehension because of each of them achieves the objective, but the most
important was that it allowed students to understand what its function in t=
he
reading process is.
•
Reading Comprehension was develop=
ed
successfully now in which students did the reading exercises. They helped to
analyze and use correctly utterances and sentences in different settings.
Recommendations
After the execution of Deitics, the following
proposals are set for further investigations:
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