Investigating Digital Reading in L2 to Criticize and to Summarize: Working Memory Capacity and Reading Purpose Influencing Strategy Use

• Leonilda Procailo ^[2] ; Lêda Maria Braga Tomitch ^[1]
  1. [1] Universidade Federal de Santa Catarina

     Universidade Federal de Santa Catarina

     Brasil

     
  2. [2] Universidad Estatal del Centro Oeste
• Localización: Lingüística y Literatura, ISSN-e 0120-5587, Vol. 41, Nº. 78, 2020, págs. 320-351
• Idioma: inglés
• DOI: 10.17533/udea.lyl.n78a13
• Títulos paralelos:
  • La investigación de la lectura digital en L2 para criticar y resumir: la influencia de la capacidad de la memoria de trabajo y del propósito de lectura en el uso de estrategias
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Se investigó la construcción de significado y la generación de inferencias por lectores con memoria de trabajo de corto y largo alcance. Los participantes leyeron textos digitales en inglés para criticarlos y resumirlos. Luego, se sometieron a una prueba de amplitud lectora, protocolo verbal y tareas de poslectura. El grupo de corto alcance informó la falta de comprensión en ambas condiciones y un resultado significativo de correlación moderada entre el tiempo de lectura y leer para resumir. Ambos grupos produjeron más comentarios metacognitivos al leer hipertextos para resumir y encontraron estrategias para satisfacer las demandas del hipertexto no lineal.

  • English

    The construction of meaning and inference generation considering low- and high- working memory span when readers read digital texts in L2 to criticize and to summarize were examined. Data collection included Reading Span Test, verbal protocol and post-reading tasks. The low-span group showed more misunderstandings in both purposes and a significant result of moderate correlation between reading time and reading to summarize. Both groups made more metacognitive comments when reading hypertexts to summarize and found strategies to cope with the demands of the nonlinear hypertext.

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