| 1 |
Source or target first? Comparison of two post-editing strategies with translation students
|
|
|
|
In: https://hal.archives-ouvertes.fr/hal-03546151 ; 2022 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
SOME WAYS OF LEXICAL AND GRAMMATICAL TRANSFORMATION OF THE TEXT WHEN SUMMARIZING ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
A Multilingual Perspective on Reading—Investigating Strategies of Irish Students Learning French
|
|
Markey, Michael. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
|
|
BASE
|
|
Show details
|
|
|
| 4 |
The Relationship Between Chinese EFL Learners’ Reading Self-Efficacy and Use of Metacognitive Reading Strategies
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
IMPROVING INTROVERT LEARNERS' VOCABULARY THROUGH EXTENSIVE READING ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Στρατηγικές ανάγνωσης για αναδυόμενα δίγλωσσα παιδιά στο δημοτικό σχολείο: ... : Reading Strategies for emergent bilinguals in Primary School: ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
繪本閱讀教學研究──以國小一年級為對象 ; The Research of Picture Books Teaching Activity : 1st Graders of a Bilingual Flementary School Students as Research Subject
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
大學生對於英語畢業門檻之焦慮與準備策略 ; University Students’ Test Anxiety and Preparatory Strategies for Meeting English Graduation Requirements
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
A Multi-Case Study Examining the Practices of Fourth-and Fifth-Grade Teachers in Title 1 Schools Who Use Specific Reading Strategies to Teach the Comprehension of Informational Text
|
|
|
|
In: Doctoral Dissertations and Projects (2021)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
THE ROLE OF METACOGNITIVE KNOWLEDGE AND INFERENCE MAKING IN SECOND LANGUAGE READING ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
The Effects of Reading Strategies on EL Students while Transitioning into a Middle School Mainstream ELA Setting
|
|
|
|
In: Masters of Arts in Education Action Research Papers (2021)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Comprensión lectora en L2: Patrones textuales, organizadores gráficos y el uso de la literatura
|
|
|
|
In: TDX (Tesis Doctorals en Xarxa) (2021)
|
|
Abstract:
El presente trabajo trata de explorar la influencia de ciertos patrones textuales, entendidos como regularidades en la distribución de la información que se repiten en textos de diferentes clases, y si un trabajo específico con estos patrones mejora la comprensión lectora de los alumnos de español como lengua extranjera (L2) en un contexto de enseñanza reglada. En primer lugar se presenta un modelo general de comprensión lectora propuesto por Grabe (2009) para a continuación explorar otros modelos y sus aportaciones. A continuación se detalla un marco teórico general de las relaciones entre la lectura en lengua materna y en L2 diseñado por Koda (2004) y tres modelos de análisis y tipologías textuales. En segundo lugar se revisa la bibliografía científica sobre la influencia de los patrones en la lectura, tanto en L1 como en L2. En la parte experimental se seleccionaron tres textos de diferentes tipos (narrativa, descripción de estado y descripción de proceso, tanto de ficción como de no ficción) y se descompusieron en sus proposiciones fundamentales agrupadas en bloques de información, se diseñaron explotaciones para el aula y mediante la técnica del recall diferido se les pidió a los estudiantes que escribieran todo lo que recordaran del texto original sin volver a mirarlo. Estos recall fueron descompuestos según el mismo sistema que los textos originales y se identificaron las coincidencias entre la información del texto original y de los textos derivados de los alumnos. Los datos se analizaron para determinar qué tipo y cantidad de información recordaban, la organización general de sus textos, similar o diferente al texto original, el recuerdo de los conectores presentes en la estructura superficial original y si el uso de esquemas y organizadores gráficos mejoraban la comprensión y el recuerdo. Para comprobar los datos de las pruebas anteriores y explorar ciertos aspectos arrojados por la primera fase, se seleccionó otro corpus de textos (anécdotas breves, narrativa y una descripción de estado), se descompusieron, se explotaron y se realizaron nuevos recall que a su vez fueron analizados del mismo modo que los anteriores. Los resultados parecen indicar que trabajar los patrones textuales a través de organizadores gráficos y esquemas facilita la comprensión, el procesamiento, la estructuración y el recuerdo de los textos que leen los estudiantes en segunda lengua. También existen indicios de que el patrón dominante de un texto es un elemento que afecta a la comprensión más allá de su complejidad léxica o gramatical. ; This research tries to explore the influence of certain textual patterns, understood as regularities in the distribution of information, recurrent in texts of different classes and whether a specific attention with these patterns improves the Reading Comprehension of students of Spanish as a Foreign Language in a regulated teaching context. First a general model of reading comprehension proposed by Grabe (2009) is presented and other models with their respective contributions are subsequently explored. A general theoretical framework of the relationships between reading in the mother tongue and in L2 designed by Koda (2004) and three analysis models and textual typologies are detailed. The second part reviews the scientific literature on the influence of reading patterns, both in L1 and L2. Next, three texts of different types were selected (narrative, description of the state and description of the process, both fiction and non-fiction) and they were broken down into their fundamental propositions grouped into information blocks. Exercises were designed for the classroom and through the delayed recall technique the students were asked to write down everything they remembered from the original text without looking at it again. These recalls were decomposed according to the same system as the original texts and correspondences between the information in the original text and the texts derived from the students were identified. The data were analysed to determine what type and amount of information they remembered, the general organization of their texts, similar or different from the original text, the memory of the linking words present in the original surface structure and if the use of diagrams and graphic organizers improved the understanding and remembrance. To check the data from the previous tests and explore certain surprising aspects, another corpus of texts was selected (short anecdotes, narrative and a description of the state), they were then decomposed, exploited and new recalls were carried out, which in turn following the same procedure. The results seem to indicate that working on textual patterns through graphic organizers and diagrams facilitates the understanding, processing, structuring and memory of the texts that students read in a Second Language. There are also indications that the dominant pattern of a text is an element that affects understanding beyond its lexical or grammatical complexity.
|
|
Keyword:
37; Adquisició d'una segona llengua; Adquisición de una segunda lengua; Anàlisi del discurs; Análisis del discurso; Ciències de l'Educació; Comprensió de la lectura; Comprensión lectora; Discourse analysis; Estrategias de aprendizaje; Estratègies d'aprenentatge; Learning strategies; Reading comprehension; Second language acquisition
|
|
URL: http://hdl.handle.net/10803/673804
|
|
BASE
|
|
Hide details
|
|
|
| 13 |
Comprensión lectora en L2: Patrones textuales, organizadores gráficos y el uso de la literatura
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Estratègies per l'acompanyament lector en llengua de signes catalana des del context familiar com a intervenció precoç
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
La rappresentazione dell’intervento di Cesare in battaglia come strategia narrativa nel De bello Gallico: un’analisi stilistica
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Pride and Prejudice: Annotated with Reading Strategies
|
|
|
|
In: Secondary Level Resources (2021)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Research on College English Reading Teaching Based on Metacognitive Strategies
|
|
|
|
In: Cross-Cultural Communication; Vol 17, No 2 (2021): Cross-Cultural Communication; 36-40 ; 1923-6700 ; 1712-8358 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Learner Difficulties and Strategy Choice when Learning to Read in a Genetically Related Language: The Case of a Ukrainian Language Learner ...
|
|
Lee, Yan-Yi. - : Apollo - University of Cambridge Repository, 2020
|
|
BASE
|
|
Show details
|
|
|
| 20 |
南臺灣大學生的閱讀策略與閱讀動機關係之研究 ; A Study of the Relationship between University Students’ Reading Strategies and Reading Motivation in Southern Taiwan
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
