Metacognitive Strategies of Reading Comprehension in the Spanish as a Second or Foreign Language Classroom
Guardado en:
| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2016 |
| Descripción: | 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). |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/23743 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/filyling/article/view/23743 |
| Palabra clave: | metacognición estrategias comprensión de lectura segundas lenguas lenguas extranjeras. metacognition strategies reading comprehension second languages foreign languages. |