

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
READING: HIGHER-LEVEL PROCESSES
المؤلف:
John Field
المصدر:
Psycholinguistics
الجزء والصفحة:
P240
2025-10-04
264
READING: HIGHER-LEVEL PROCESSES
The processing of visual material at a conceptual level as distinct from a perceptual level. Higher-level reading processes entail:
Constructing abstract meaning from linguistic material that has been decoded. This provides a mental record of the core meaning of the sentence without any of the interpretative and associative detail which the reader then brings to bear.
Drawing inferences which supply links that the writer has taken for granted.
Employing external knowledge to support and enrich understanding. This external knowledge takes the form of schemas in long-term memory which group all that an individual knows about or associates with a particular concept. It is useful to distinguish two types:
World knowledge, including encyclopaedic knowledge and pre vious knowledge of the writer. This helps the reader to construct a content schema for the text.
Previous experience of the type of text and of the type of reading that the text requires. A formal schema of this kind helps the reader to recognise how information is likely to be distributed and how they should engage with the speaker or writer.
Integrating incoming information into the mental representation of the text so far. Incoming information has to be related to what has gone before, so as to ensure that it contributes to the developing representation of the text in a way that is consistent, meaningful and relevant. This process entails an ability to identify main ideas, to relate them to previous ideas and to impose a hierarchical structure on the information in the text.
Monitoring comprehension by checking how viable the current interpretation is.
See also: Inference, Listening: higher-level processes, Reading development, Reading: skilled, Schema theory
Further reading: Oakhill and Garnham (1988); Yuill and Oakhill (1992)
الاكثر قراءة في Linguistics fields
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