The use of cognitive strategies in the development of reading comprehension of texts written in a foreign language
Guardado en:
| Autor: | |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2020 |
| Descripción: | 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. |
| 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/41080 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/rlm/article/view/41080 |
| Palabra clave: | cognition, reading, comprehension, cognitive strategies, linguistic cues, foreign language, first language cognición, lectura, comprensión, estrategias cognoscitivas, claves lingüísticas, lengua extranjera, lengua materna |