Metacognitive Strategies of Reading Comprehension in the Spanish as a Second or Foreign Language Classroom

 

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Bibliographic Details
Author: López Jurado, Ana Ligia
Format: artículo
Status:Versión publicada
Publication Date:2016
Description:In this paper, metacognitive strategies are not only explained but it is shown how those strategies can be implemented in a Spanish as a Second Language (L2) (or Foreing Language, ELE) classroom too. Three main metacgonitive components are taken into account: declarative, procedimental and conditional knowledges that can be applied in the classroom as metacognitive processes: planification, monitoring and control, and evaluation. Such strategies promote the learners’s autonomy by allowing students to monitor, control and evaluate their own learning process (Hall, 1991; Pintrich, 2002; Jiménez Rodríguez, 2004; Muhammand Al-Khateeb, 2011; Alhaqbani & Riazi, 2012). Furthermore, when those strategies have been applied in foreign language classroom students has obtained better results at reading comprehension tasks (Brantmeir, 2003; Yang, 2002; Farrell, 2001).
Country:Portal de Revistas UCR
Institution:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Language:Español
OAI Identifier:oai:portal.ucr.ac.cr:article/23743
Online Access:https://revistas.ucr.ac.cr/index.php/filyling/article/view/23743
Access Level:acceso abierto
Keyword:metacognición
estrategias
comprensión de lectura
segundas lenguas
lenguas extranjeras.
metacognition
strategies
reading comprehension
second languages
foreign languages.