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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 29:1 (2016) ► pp.141–164

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Análisis de la familiaridad y del interés en la comprensión lectora de estudiantes españoles de inglés como lengua extranjera

 | Colegio La Milagrosa, Oviedo
 | Universidad de Oviedo

Article language: Spanish

Published online: 30 August 2016
DOI logo with link
https://doi.org/10.1075/resla.29.1.06isu
Este artículo es un estudio cuantitativo que compara el grado de influencia de la familiaridad con el contenido del texto y el interés en el tema del pasaje sobre la comprensión lectora de 245 estudiantes españoles de inglés como lengua extranjera de 2º y 4º ESO. La comparación se establece de forma general y en función del género del lector, del nivel de competencia en L2 y del método de evaluación (written recall y multiple choice). La recogida de datos se llevó a cabo durante la 2ª y 3ª semana del 2º trimestre del curso 2013–2014 en sendos colegios concertados de una ciudad del norte de España. Las muestras se analizaron empleando pruebas t de Student y ANOVA mediante el programa R. Los resultados muestran que (a) la familiaridad influye significativamente más que el interés; (b) según aumenta el nivel de competencia, la influencia de ambas variables decrece; (c) el género no parece influir a la comprensión lectora de textos que carecen de sesgo de género; y (d) el método de evaluación multiple choice parece facilitar en gran medida la comprensión.
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Carcamo, Benjamin
2023. The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading. International Journal of Applied Linguistics 33:2 ► pp. 292 ff. DOI logo

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