The Effect of Presence versus Absence of Reading Task and its Difficulty Level on Reading Strategies Use

• Autores: Elaheh Sotoudehnama
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 16, 2011, págs. 105-121
• Idioma: inglés
• DOI: 10.30827/digibug.32011
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Resumen
  • español

    En este trabajo intentamnos investigar el efecto de la presencia o ausencia de una tarea de lectura (fácil frente a difícil) y el nivel de dominio de la lengua en el uso de estrategias en los aprendices L2. Los resultados mostraron que la inclusión de tareas de lectura no tiene un impacto sobre la evaluación de la estrategia, destacando que los alumnos de un nivel superior usaron más estrategias que aquéllos con un nivel inferior.

    Según los resultados y al contrario de los resultados obtenidos por Oxford y otros (2004) no existe ninguna relación directa entre el nivel de textos de lectura y el nivel de las destrezas adquiridas.

  • English

    This study is an attempt to investigate the effect of presence vs. absence of a reading task (easy vs. difficult) and language proficiency leve! on the L2 learners' use of strategies. The findings indicated that including a reading task has no impact on strategy assessment; there is no significan!difference between EFL students' overall reported strategies in different task conditions, and also the high-proficient learners used more reading strategies than the low-proficient ones. Moreover, opposite to Oxford el al.'s (2004) finding, there was no significan! difference in the learners ' strategies use considering the interaction between task difficulty and language proficiency

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