La Comprensión Lectora en la Enseñanza Del Español LE/L2

Reading and affect: University Spanish learners' perceptions of a reading program

“…Even if the entire class were the same level, the GRs do not use consistent determining factors for labeling books as certain levels. A heterogeneous student population and the variability across publishers make it extremely challenging to identify an appropriate book for a class (Rodrigo, 2018), even though this is one of the most important factors for creating a successful RP that aims to reduce students' anxiety (Bahmani & Farvardin, 2017). In this context, after 2 years of RP offerings, the research team ended up creating GRs that were better adapted to their context, where the plot and characters are associated with the daily realities of the students on campus and where the grammatical and lexical contents better fit into the overall learning objectives of the first-year Spanish program.…”

“…Many students who chose their book felt distressed as they wanted more support from their teachers. Study 2 also when the texts chosen are appropriately adapted to learners' proficiency levels (Rodrigo, 2011).…”

“…To promote interest and motivation to read in beginner learners, students must believe they are capable of understanding the texts presented to them (Day & Bamford, 1998). For these reasons, the use of GRs has been found to be beneficial for promoting positive attitudes toward reading (Rodrigo, 2011) and for reducing reading anxiety (Yamashita, 2013). Thus, choosing books that are within a learner's proficiency level, such as GRs, "will make the difference between a motivated reader and a frustrated one" (Rodrigo, 2018, p. 150).…”

“…Moreover, it would be difficult for large programs implementing extensive RPs to shift numerous teachers' practices and expectations that favor curricular coherence (e.g., aligning reading activities with vocabulary or grammar content) (Alins Breda et al, 2022;Macalister, 2014). Alternatively, intensive RPs, which aim to use reading to attain specific learning goals and generally include language-focused activities and/or comprehension questions (Rodrigo, 2018), seem to be better received by instructors (Alins Breda et al, 2022) and to be better suited for beginner learners (Park et al, 2018). Indeed, since intensive RPs tend to promote languagefocused learning (P. Nation, 2007), they are more in line with the learning goals of the language programs they are embedded in.…”

Fernández Corbacho, Analí. (2021). Aprender a leer en una lengua extranjera en educación primaria. Huelva: Universidad de Huelva. 330 Páginas

“…171-176 variaciones entre la L1 y la L2 que dependen de «factores como las similitudes y diferencias entre ambas lenguas, o el tipo de contacto con la LE» (p. 63). Partiendo de la premisa de que la lectura beneficia al manejo global de la LE (Day y Bamford, 1998;Krashen, 1993Krashen, , 2004Rodrigo, 2019), se ha de considerar su aprendizaje en una LE un proceso sumamente complejo en el que intervienen variados factores: «la lengua materna, la cultura nativa, el contexto de instrucción, el contacto con la LE, las diferencias individuales, etc.» (p. 64).…”