Análisis de habilidades de lectoescritura y de hábitos de estudio en inglés como L2

• Autores: Rosa Muñoz Luna , Lidia Taillefer de Haya
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 22, 2014, págs. 219-235
• Idioma: español
• DOI: 10.30827/digibug.53742
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Este artículo expone el análisis de las habilidades de lectoescritura de un grupo de estudiantes de Estudios Ingleses de la Universidad de Málaga, concretamente aquéllas empleadas en asignaturas donde el inglés como lengua extranjera es la lengua vehicular (esto es, asignaturas de Lingüística Inglesa). Además, estas habilidades escritas se comparan y contrastan con los hábitos de estudio de los sujetos en dichas materias. Los resultados muestran una relación estrecha entre la falta de lectura extensiva y el uso del diccionario o de una mayor diversidad de técnicas de estudio. El diseño de actividades integradoras en el aula ayudará, por tanto, a desarrollar las habilidades escritas de forma comprensiva, produciendo mejores resultados académicos

  • English

    This paper aims to explore reading and writing strategies in a group of undergraduate students in the degree of English Studies at Malaga University. More specifically, participants are enrolled in subjects where English is used as L2 vehicular language (e.g.

    English Linguistics subjects). On the other hand, these written skills are compared and contrasted with subjects� study routines in those courses. Results show a close relationship between extensive reading and the use of dictionaries or outlines when studying. The design and implementation of integrative tasks in the classroom will help to develop written abilities in a comprehensive way, producing better academic results

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