The impact of a linguistic intervention on rhetorical inferential comprehension and metacognition in EFL academic reading: a quasi-experimental, mixed-methods study

• Moisés Damián Perales Escudero ^[1] ; María del Rosario Reyes Cruz ^[1] ; Edith Hernández Méndez ^[1]
  1. [1] Universidad de Quintana Roo

     Universidad de Quintana Roo

     México

     
• Localización: Revista signos: estudios de lingüística, ISSN-e 0718-0934, ISSN 0035-0451, Nº. 89, 2015, págs. 332-354
• Idioma: inglés
• DOI: 10.4067/s0718-09342015000300003
• Títulos paralelos:
  • Impacto de una intervención lingüística en la comprensión inferencial retórica y la metacognición durante la lectura académica en inglés lengua extranjera: un estudio cuasi-experimental con métodos mixtos
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    La investigación sobre las relaciones entre la metacognición y la conciencia metalingüística en el campo de las lenguas extranjeras es limitada. Este trabajo reporta una intervención lingüística que se usó para investigar las conexiones entre las inferencias retóricas, la metacognición y la conciencia metalingüística inspirada por la Lingüística SistémicoFuncional (SFL). Se siguió un diseño cuasi-experimental. Los géneros meta fueron la introducción del artículo de investigación empírica y el artículo de discusión. El grupo de control recibió instrucción tradicional centrada en el conocimiento previo y el vocabulario. Las respuesta al pre-test/post-test fueron analizadas cuantitativamente;

    las respuestas a un cuestionario fueron analizadas cualitativamente. Los resultados cuantitativos muestran mejoras en la comprensión inferencial de ambos grupos, con un tamaño del efecto mayor para el grupo experimental. Los resultados cualitativos muestran mejoras en varias dimensiones de la metacomprensión para el grupo experimental. Los resultados indican que la conciencia metalingüística promueve un mayor monitoreo, estándares de coherencia aumentados, y deseo de hacer esfuerzos para procesar el texto

  • English

    The connections between metacognition and metalinguistic awareness are underresearched and poorly understood in the field of foreign language reading. This paper uses a linguistic intervention to investigate the connections between rhetorical inference making, linguistic awareness inspired in Systemic-Functional Linguistics (SFL), and forms of metacognition. An intervention inspired in SFL was designed and implemented using a quasi-experimental design. The target genres were the introduction of the empirical research article and the discussion article. The control group received traditional instruction focusing on background knowledge and vocabulary. Answers to a pre-/post-test were analyzed quantitatively; answers to a written, self-report questionnaire were analyzed qualitatively. The quantitative results show gains in inferential comprehension for both groups, but a greater effect size for the experimental group. The qualitative results show gains along several metacomprehension dimensions for the experimental group. Students’ self-reports suggest that metalinguistic awareness promotes increased monitoring, raised standards of coherence, and willingness to engage in effortful processing

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