Cognitive Operations in Process of Secondary Text Production in Fanfiction Genre
The question of text perception in a foreign language is considered. Cognitive operations to build a text projection used by recipients who are non-native speakers, as well as their ways to objectify the former in their own secondary texts of the fanfiction genre are presented and described. The art...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Russian |
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Tsentr nauchnykh i obrazovatelnykh proektov
2023-05-01
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| Series: | Научный диалог |
| Subjects: | |
| Online Access: | https://www.nauka-dialog.ru/jour/article/view/4541 |
| Summary: | The question of text perception in a foreign language is considered. Cognitive operations to build a text projection used by recipients who are non-native speakers, as well as their ways to objectify the former in their own secondary texts of the fanfiction genre are presented and described. The article is relevant due to the need to research the processes of reception and production of a coherent text both in native and foreign languages, and to create a cognitive model of the text projection building process. Particular attention is paid to the correlations between the strategies and tactics of forming a projection of a text in a foreign language by the recipient with the types of cognitive operation used to interpret new knowledge (preservation, modeling, transfiguration). Data are given on the implementation of cognitive operations on all levels of the perceived text (macro-, schematic, stylistic level). Definitions are provided for the specific tactics used by recipients (non-native speakers) in the process of creating their own texts in a foreign language on various levels (plot preservation tactics, tropes imitation tactics, keyword transplantation tactics, etc.). The results of the study can be applied both in the field of language sciences (psycholinguistics, linguistics) and in the field of foreign language teaching methods to find ways to effectively develop reading and writing skills in language learners. |
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| ISSN: | 2225-756X 2227-1295 |