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

  1. Isusi, Alberto
  2. Martínez, Ana Cristina Lahuerta
Revista:
Revista española de lingüística aplicada

ISSN: 0213-2028

Año de publicación: 2016

Volumen: 29

Volumen: 1

Páginas: 141-164

Tipo: Artículo

DOI: 10.1075/RESLA.29.1.06ISU DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Revista española de lingüística aplicada

Resumen

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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Fuente de los datos: Dialnet