Comprehension strategies while reading expository texts in Spanish (L1) and English (L2)

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
David Perry
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引用次数: 5

Abstract

The ability to comprehend written texts is essential in order to gain access to the vast amount of written information available today. This is especially true for university students who, in the context of their studies, often need to search for and use information in English. However, it is also the case that the English proficiency level of many students renders this task a laborious and frustrating experience. The starting point of this research was the consideration that without knowledge of how students go about processing texts, it would be difficult to design effective instruction in reading strategies that would meet their academic and professional needs. This study describes the use and awareness of comprehension strategies by a small group of students who were asked to report on what they did to understand while carrying out information-transfer tasks based on expository texts in Spanish (L1) and in English (L2).

阅读西班牙语(第一语言)和英语(第二语言)说明文时的理解策略
理解书面文本的能力是必不可少的,以便获得今天大量的书面信息。这对大学生来说尤其如此,因为他们在学习过程中经常需要用英语搜索和使用信息。然而,许多学生的英语水平也使这项任务变得既费力又令人沮丧。本研究的出发点是考虑到,如果不了解学生如何处理文本,就很难设计有效的阅读策略指导,以满足他们的学术和专业需求。本研究描述了一小群学生对理解策略的使用和意识,这些学生被要求报告他们在执行基于西班牙语(第一语言)和英语(第二语言)说明文的信息传递任务时所做的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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