Effects of two instructional procedures on Spanish university students' comprehension monitoring when reading science texts in English

被引：0
|
作者：
Gomez, Angela [1 ]
Fernandez-Toledo, Piedad [2 ]
Sanjose, Vicente [1 ]
机构：
[1] Univ Valencia, Avda Tarongers 4, Valencia 46022, Spain
[2] Univ Murcia, Fac Comunicac & Documentac, E-30100 Murcia, Spain
来源：
32ND INTERNATIONAL CONFERENCE OF THE SPANISH ASSOCIATION OF APPLIED LINGUISTICS (AESLA): LANGUAGE INDUSTRIES AND SOCIAL CHANGE | 2015年 / 173卷
关键词：
English teaching methods; EFL; reading comprehension; expository science texts; comprehension monitoring;
D O I：
10.1016/j.sbspro.2015.02.032
中图分类号：
G2 [信息与知识传播];
学科分类号：
05 ; 0503 ;
摘要：
Two instructional approaches on comprehension monitoring in English as FL are contrasted. Although using the same materials (elementary science texts), one of them is based on tasks focusing on vocabulary and grammar, and the other one is based on main ideas identification and textual coherence. The English proficiency level was controlled and comprehension monitoring measures were obtained in the pretest and the posttest using embedded micro and macro-structural inconsistencies in texts. Results showed that teaching students to read in order to understand main ideas and to elaborate the text macrostructure produce better results than focusing attention on discourse low-level components. (C) 2015 The Authors. Published by Elsevier Ltd.
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页码：66 / 70
页数：5
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