Control de la comprensión micro y macro-estructural durante la lectura de textos científicos en lengua extranjera: ¿Algo más que dominio del idioma?

Gómez, Ángela; Devís, Anna; López, Vicente Sanjosé

doi:10.4067/s0718-09342013000100003

Cited by 7 publications

(24 citation statements)

References 25 publications

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“…These results have been obtained repeatedly in different studies (Sanjosé, Solaz and Gómez, 2011;Gómez and Sanjosé, 2012;Gómez, Devís and Sanjosé, 2013), as stated before. However, in one of these mentioned studies (Gómez, Devís and Sanjosé, 2013), we obtained intriguing data from a small group of…”

Section: Aims and Goalssupporting

confidence: 57%

“…However, in one of these mentioned studies (Gómez, Devís and Sanjosé, 2013), we obtained intriguing data from a small group of…”

Section: Aims and Goalsmentioning

confidence: 97%

“…The students participating in the studies of Gómez and Sanjosé (2012) and Gómez, Devís and Sanjosé (2013) were unable to notice most of the errors embedded in 200-word texts about science-for-all-citizens topics in reading for understanding tasks. The texts in Spanish and in English provided in these studies had similar length and the same 3-paragraph structure (see Appendix 1).…”

Section: Aims and Goalsmentioning

confidence: 99%

“…Accordingly, we expected that advanced students would show similar performances in CM when reading in EFL than in L1. However, in the aforementioned study (Gómez, Devís and Sanjosé, 2013) this only happened for micro-structural errors, but not for errors embedded in macro-ideas. In fact, subjects having an advanced level of English proficiency (C1 according to the CERFL, Council of Europe, 2001) detected the "external" errors embedded in single, non-important ideas ("micro-structural errors") with a similar effectiveness in Spanish and in English.…”

Section: Introductionmentioning

confidence: 99%

“…Hence, they were of "internal nature" (see underlined ideas in Appendix 1). Compared to their performance in Spanish, the detection-and-highlighting of embedded errors was significantly worse in English (Gómez and Sanjosé, 2012;Gómez, Devís and Sanjosé, 2013).…”

Section: Aims and Goalsmentioning

confidence: 99%

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Postgraduates' Science Comprehension Monitoring in Efl

López¹,

Agustina²,

López³

2015

Bordon

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INTRODUCTION. Nowadays, accessing the European labour market opportunities implies having a high command of English. For this reason, most Spanish universities offer their Bachelor Degrees/Undergraduate Degrees in English. Learning at university, especially in distance learning, strongly depends on the student's own comprehension monitoring when reading instructional materials, usually expository texts. The present work compares comprehension monitoring (CM) in Spanish and in English of Spanish university students with a high level of English proficiency. A replication study is developed to increase the validity of the interesting results obtained on English-Spanish differences in CM at micro and macro-structural levels. METHOD. Two related empirical studies were carried out: the second one aimed at replicating the first one in a different academic context. In Study 1, thirty-three post-graduate students of a Master's Degree in Teaching Training for Compulsory Secondary Education (ESO), Upper Secondary Education (Bachillerato), Vocational Training and Language Teaching (Specialising in English Language) participated. They read three texts in English and three in Spanish in order to judge their comprehensibility. Following the error detection paradigm micro and macro-structural inconsistencies were embedded in the texts. RESULTS. Results showed that students' CM was better in Spanish than in English as expected but, in addition, an intriguing interaction effect CM-level X Language was found: in English, students' Micro-structural CM was more effective than their Macro-structural CM, whereas when reading in Spanish, the differences vanished. Study 2 was conducted with twenty-six students of a Master's Degree in Applied Linguistics. Results replicated the interaction effect found in Study1. DISCUSSION. Although students had an advanced English level, differences between the two languages, especially at macro-structural level, still remained. This suggests that English teaching has to be improved, at least in order to guarantee suitable comprehension of long texts. Results also suggest possible processing L1-FL differences. Although some hypotheses are offered to explain these differences, these should be further contrasted in future experiments.

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Section: Aims and Goalssupporting

confidence: 57%

“…However, in one of these mentioned studies (Gómez, Devís and Sanjosé, 2013), we obtained intriguing data from a small group of…”

Section: Aims and Goalsmentioning

confidence: 97%

Section: Aims and Goalsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Aims and Goalsmentioning

confidence: 99%

See 3 more Smart Citations

Postgraduates' Science Comprehension Monitoring in Efl

López¹,

Agustina²,

López³

2015

Bordon

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Higher Order Cognitive Skills in Text Comprehension

Schönpflug

2023

The Bilingual Mind and Brain Book Series

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Effects of Two Instructional Procedures on Spanish University Students’ Comprehension Monitoring when Reading Science Texts in English

Gómez

Fernández-Toledo

López

2015

Procedia - Social and Behavioral Sciences

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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.

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Control de la comprensión micro y macro-estructural durante la lectura de textos científicos en lengua extranjera: ¿Algo más que dominio del idioma?

Cited by 7 publications

References 25 publications

Postgraduates' Science Comprehension Monitoring in Efl

Postgraduates' Science Comprehension Monitoring in Efl

Higher Order Cognitive Skills in Text Comprehension

Effects of Two Instructional Procedures on Spanish University Students’ Comprehension Monitoring when Reading Science Texts in English

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