Effects of Summarization Tasks on Comprehension Monitoring of Science Texts in University Students with Elementary or Intermediate English Proficiency

• Autores: Angela Gómez López, Anna Devís , Vicente Sanjosé López
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 18, 2012, págs. 161-176
• Idioma: inglés
• DOI: 10.30827/digibug.14838
• Enlaces
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Se desarrollan dos estudios para mejorar el control de la comprensión macrostructural en Universitarios españoles cuando leen textos expositivos de ciencias en inglés (L2). El primero evalúa el uso de tareas de resumen sobre el control de la comprensión, comparado con otras tareas de comprensión lectora. Realizar resúmenes produjo una mejora significativa en el control de la comprensión. Esto motivó el segundo estudio, dedicado a mejorar la elaboración de resúmenes en L2 por los estudiantes, mediante instrucción directa. La instrucción tuvo también una contribución significativa única sobre el control de la comprensión. El nivel de inglés tuvo efectos significativos también.

  • English

    Two studies were conducted to improve Spanish university students� comprehension monitoring of macro-ideas when reading expository Science texts in English (L2). The first one evaluated the effects of using summarization tasks on comprehension monitoring compared to other reading-for-understanding tasks. A significant improvement of comprehension monitoring was obtained from the summarization tasks. Results in study 1 suggested study 2 aimed at instructing students on summarizing texts in L2. The instructional work had a single significant contribution to students� comprehension monitoring on the macro-structural level. English proficiency also explained a significant proportion of the variances.

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