Improving L2 Macro-Structural Processing in Students with Elementary or Intermediate English Proficiency Levels: an Instructional Approach Focused on Global Coherence in Reading Comprehension of Science Texts

• Autores: Angela Gómez López, Anna Devís , Vicente Sanjosé
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 21, 2014, págs. 51-68
• Idioma: inglés
• DOI: 10.30827/digibug.30482
• Enlaces
  • Texto completo (pdf)
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Estudios anteriores han mostrado que los estudiantes tienen dificultades para construir la macroestructura de textos expositivos en inglés (como L2). La causa usualmente aducida es una falta de dominio lingüístico. Por tanto, los métodos instruccionales se han centrado en proporcionar a los estudiantes vocabulario y conocimiento gramatical. Este estudio propone y valida un procedimiento instruccional que mejora el procesamiento macroestructural en L2, centrándose en estrategias de lectura en vez de en vocabulario o gramática.

    El control de la comprensión macroestructural mejoró gracias a tareas de establecimiento de la coherencia global. Como consecuencia, la comprensión lectora de los estudiantes también mejoró.

  • English

    Previous studies have shown that students have difficulties building the macro- structure from expository texts in English (as L2). The usual cause pointed out is a lack of language proficiency. Thus, instructional methods have focused on providing students with the necessary vocabulary and grammar knowledge. This study proposes and validates an instructional approach which improves students� L2 processing on the macro-structural level, focusing on reading strategies rather than on vocabulary or grammar. Comprehension monitoring on the macro-structural level was improved by performing instructional tasks devoted to establish global coherence. As a consequence, students� reading comprehension also improved.

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