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Validation of the Responsivity Training Scale (ReTS): A clinical tool to measure child-directed speech in parent-child interaction
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| 562 |
The Role of Input in Language Revitalization: The Case of Lexical Development
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| 563 |
ISLA / IFLA course design: Principles and practical proposals for beginners' courses
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In: Innovación Docente e Investigación en Arte y Humanidades. Avanzando en el proceso de enseñanza-aprendizaje. pp. 833 - 846 (2021)
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| 564 |
L’interferenza grammaticale della prima lingua sulla seconda: uno studio sul caso accusativo in russo L2
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| 565 |
Adult Sensitivity: Parallels Between Language and Music Acquisition in Early Childhood
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In: Visions of Research in Music Education (2021)
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| 566 |
Lexical complexity, writing proficiency and task effects in Spanish Dual Language Immersion
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Schnur, Erin; Rubio, Fernando. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 567 |
Fulfilling a wish list: Creating an OER beginning Spanish textbook and curriculum
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Ceciliano, Jenny; Notman, Lisa. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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| 568 |
Ticuna (tca) language documentation: A guide to materials in the California Language Archive
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| 569 |
Corrective feedback in computer-mediated collaborative writing and revision contributions
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Yamashita, Taichi. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 570 |
Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges
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Strawbridge, Tripp. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 571 |
Child language documentation: The sketch acquisition project
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| 572 |
2020 Proceedings: Selected papers from the twenty-fourth college-wide conference for students in languages, linguistics & literature
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| 573 |
The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
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Klimanova, Liudmila. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 575 |
Tratamiento de la competencia audiovisual en el libro Hecho en Colombia: cultura colombiana para la clase de ELE
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| 576 |
Statistical Learning and Prosodic Bootstrapping Differentially Affect Neural Synchronization during Speech Segmentation
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| 577 |
Análisis del material audiovisual Los Lex de la Editorial Difusión desde la perspectiva de las estrategias de aprendizaje del léxico
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| 578 |
Pronunciation learning through captioned videos: Gains in L2 speech perception and production
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| 579 |
Comprensión lectora en L2: Patrones textuales, organizadores gráficos y el uso de la literatura
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Abstract:
[spa] 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. ; [eng] 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.
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Keyword:
Adquisició d'una segona llengua; Anàlisi del discurs; Comprensió de la lectura; Discourse analysis; Estratègies d'aprenentatge; Learning strategies; Reading comprehension; Second language acquisition
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URL: http://hdl.handle.net/10803/673804
http://hdl.handle.net/2445/184150
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| 580 |
Análisis de la evaluación para aprender (EPA) en dos libros de texto de enseñanza de ELE: Elaboración y puesta en práctica de una parrilla de análisis
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