The use of cognitive strategies in the development of reading comprehension of texts written in a foreign language

 

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Bibliographic Details
Author: Villalobos, José
Format: artículo
Status:Versión publicada
Publication Date:2020
Description:This qualitative case study described and analyzed the role that recognition, use, and appropriation of cognitive strategies and linguistic cues play in the development of reading comprehension of texts written in a foreign language (FL) in an English-for-Academic-Purposes course. Some ethnographic tools were used for data collection, and three different categories emerged after the data analysis: 1) the importance of activating prior knowledge in the first language (L1), 2) the identification of the syntactic and semantic cues in the text written in the foreign language (FL) as an aid in reading comprehension, and 3) the conscious use of cognitive strategies in the FL for the development of reading comprehension. The findings suggest that teachers should help their students activate their prior knowledge, especially in contexts where English is taught for academic purposes. Besides, teachers should also guide their students in identifying the syntactic and semantic cues of the written text in the FL.
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/41080
Online Access:https://revistas.ucr.ac.cr/index.php/rlm/article/view/41080
Access Level:acceso abierto
Keyword:cognition, reading, comprehension, cognitive strategies, linguistic cues, foreign language, first language
cognición, lectura, comprensión, estrategias cognoscitivas, claves lingüísticas, lengua extranjera, lengua materna