Madeleine Leininger is a nursing theorist who developed the Transcultural Nursing Theory or Culture Care Nursing Theory. Madeleine (July 133, 1925 – August 10, 2012) was an internationally known educator, author, theorist, and administrator among others. The Transcultural Nursing Theory or Culture Care Theory by Madeleine Leininger involves knowing and understanding different cultures concerning nursing and health-illness caring practices, beliefs, and values to provide meaningful and efficacious nursing care services to people`s cultural values health-illness context. McEwen & Wills (2011) places Leininger`s theory in the high middle range theory classification based on the level of abstraction or degree of specificity. When Leininger`s theory guides nursing practice, nurses can look at how a patient`s cultural background is involved in his or her health, and use that knowledge to create a nursing plan that will help the patient get healthy quickly while still being sensitive to his or her cultural background.
put Hypothesis
Learning a word is a complicated process. In learning a word, many features such as its frequency of use, relation to other words, pronunciation, contextual and task usage characteristics, synonymous behavior and semantic features must be considered (Richards, 1976; Carter, 1987; It will be very difficult to have such an intensive knowledge retreat, learning word by teaching only, taking the meanings of words and other important features into memory.
Rather, it is becoming more effective and easier to give words in a coincidental way by internalizing them with listening or reading activities that reach the actual goal. The main purpose of learning a coincidental word is not to teach predetermined words, but to learn the words naturally during reading and listening activities of pupils and to reach the message (Huckin and Coady, 1999). Krashen (1989) concludes that, as a result of his work on the subject, the learning of the word in a coincidental way with reading and the vocabulary of the vowel are bound to understandable input.
The basis on which this assertion is based is that Krashen (1985) can be obtained by the comprehension of linguistic structures, including understandable input, prior to the language\’s interlanguage system. According to this view, which is called the understandable input hypothesis, the language is not aware of it, and it is the message that needs to be conveyed in the context and not in the structure in which the attention is obtained. For this reason, the process assuming an understandable input shows similarities with coincidental learning.
4.2.3 Restructuring Reading Texts
Restructuring in reading texts is one of the factors that facilitate coincidental learning. Examples of such changes include the creation of a dictionary of the words in the text and presentation of the student with the text. Research shows that vocabulary has developed by learning through coercive means, mostly by reading, by trying to get students out of the unknown vocabulary.
Restructuring on the text is some of the techniques that make it easy to learn, for example, additions, subtractions, assistive techniques, and learning of random words (Ellis, 1994). In the learning of words from the coincidental way, it is accepted as a fairly traditional approach to learning words only by reading. Nowadays, it is trying not to realize coincidental learning by using activities that require different skills. Some of them are to use the dictionary to look at the meaning of the words, to express the reading with their own expressions. Research shows that the more effective these kinds of activities are, the greater the number of learners.
It would also be useful to make some changes to the reading comprehen
