The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level

Rodrigo, Victoria; Krashen, Stephen; Gribbons, Barry C.

doi:10.1016/j.system.2003.08.003

Cited by 50 publications

(46 citation statements)

References 12 publications

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“…The report by Rodrigo, Krashen & Gribbons (2004) evaluates two different strategies for CI in comparison with traditional methodology. The first CI strategy was based on extensive reading, as students of Spanish at university level were encouraged to read an assortment of assigned and self-selected texts.…”

Section: Comprehensible Inputmentioning

confidence: 99%

Review of research on language teaching, learning and policy published in 2004 and 2005

Johnstone

2006

Lang. Teach.

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Most of the annual reviews which I have prepared for the present journal discuss roughly 100 articles published each previous year in top international research outlets. Even with such a high number per year, considerable selectivity has to be applied – the number of abstracts appearing up to the end of the October 2005 edition of Language Teaching, for example, amounts to 601, mostly published in 2005 and with still more to come for that year. The task of covering 2004 as well as 2005 within the one review, necessitated by personal circumstances, is therefore doubly daunting in its selectivity. For comprehensive coverage then, there is nothing in my view which can compete with the abstracts themselves as published in the present journal

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Section: Comprehensible Inputmentioning

confidence: 99%

Review of research on language teaching, learning and policy published in 2004 and 2005

Johnstone

2006

Lang. Teach.

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“…In many of his papers Krashen (2015, 2013a, 2004a, 2004b, Krashen & Chang 1997, Krashen & Cho 1995, Rodrigo et al, 2003 highlights the positive effect of reading on L2A. Graded readers are a rich source of comprehensible input; hence they present an important element in free reading programs such as extensive reading programs, silent reading and self-selected reading programs (Rodrigo et al 2003).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Graded readers are a rich source of comprehensible input; hence they present an important element in free reading programs such as extensive reading programs, silent reading and self-selected reading programs (Rodrigo et al 2003).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Choosing the adequate level of graded readers: Preliminary study

Prtljaga¹,

Palinkašević²,

Brkić³

2015

Istraživanja u pedagogiji

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“…6. La efectividad de intervenciones pedagógicas diversas, como la lectura intensiva o la lectura extensiva (Fernández de Morgado, 2009;Horst, 2009;Laufer, 1981;Rodrigo, Krashen y Gribbons, 2004;Yamashita, 2008). 7.…”

Section: Introductionunclassified

Pensamiento crítico y comprensión de la lectura en un curso de inglés como lengua extranjera

Morgado

Pernía²,

Louis

2016

Íkala

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ResumenExiste gran interés en el diseño de entornos de aprendizaje del inglés como lengua extranjera que fomenten el desarrollo del pensamiento crítico. Para ello es necesario comprender la naturaleza de las relaciones entre los elementos que se conjugan en el quehacer educativo. En este sentido, el presente estudio busca determinar la relación entre las habilidades para el pensamiento crítico (HPC) y la comprensión de la lectura (CL) de textos científico-técnicos en inglés, de un grupo de estudiantes de inglés como lengua extranjera de la Universidad Simón Bolívar, Venezuela. Es un estudio exploratorio enmarcado en el paradigma cuantitativo, ex post facto, con diseño transversal. Se utilizó el The Ennis-Weir Critical Thinking Essay Test para medir las HPC y la prueba de logro de CL departamental para la competencia lingüística. Los resultados muestran que la relación entre las HPC y la CL es baja, positiva y significativa. También se evidenció un desempeño muy bajo tanto en las HPC como en la CL. Los hallazgos sugieren que la lectura es una herramienta útil para fomentar las HPC; no obstante, el curso debe ser afinado para mejorar su efectividad. Se discuten implicaciones pedagógicas de los resultados y se ofrecen sugerencias para futuras investigaciones.Palabras clave: pensamiento crítico, comprensión de lectura, enseñanza-aprendizaje del inglés como lengua extranjera, Ennis-Weir Critical Thinking Essay Test. AbstractThere is great interest in designing English-as-a-foreign-language learning environments to foster critical thinking. In order to do so, understanding the nature of the relationships between the elements involved is necessary. In this sense, the present study aims at determining the relationship between critical thinking abilities (CTA) and reading comprehension (RC) of scientific technical texts in students of English as a foreign language at Universidad Simón Bolívar, Venezuela. This is a transverse exploratory after-the-fact field research framed in a quantitative approach using correlations. The Ennis-Weir Critical Thinking Essay Test was used to measure critical thinking abilities and the DePensamiento crítico y comprensión de la lectura en un curso de inglés como lengua extranjera Critical thinking and reading comprehension in a course of English as a foreign language Pensée critique et compréhension de la lecture dans un cours d' anglais langue étrangère Received: 2015-05-14 / Accepted: 2015

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The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level

Cited by 50 publications

References 12 publications

Review of research on language teaching, learning and policy published in 2004 and 2005

Review of research on language teaching, learning and policy published in 2004 and 2005

Choosing the adequate level of graded readers: Preliminary study

Pensamiento crítico y comprensión de la lectura en un curso de inglés como lengua extranjera

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