A comparative analisis of the effects of three prereading activity types on the reading comprensión of fourth-semester students of Spanish in an English-speaking environment

• Autores: Lucía Osa Melero
• Directores de la Tesis: Antonio Hidalgo Navarro (dir. tes.), Carmen Gregori Signes (dir. tes.)
• Lectura: En la Universitat de València ( España ) en 2009
• Idioma: inglés
• Materias:
  • Lingüística
    • Lingüística aplicada
      • Enseñanza de lenguas
  • Ciencia política
    • Sociología política
      • Lenguas
  • Sociología
    • Sociología cultural
      • Lengua y cultura
• Enlaces
  • Tesis en acceso abierto en:  TDX  TDX  TESEO 
• Resumen

  • Reading texts with historical and socio-political content in a foreign language (FL) is usually a challenge for second language (L2) students. The obstacles encountered by the students should be of concern to language instructors and coordinators. Lack of background knowledge causes the reader to abandon the activity with a sense of disappointment and frustration. This quantitative semester long study examined and compared the effects of two different types of pre-reading activities on the reading comprehension of college students of Spanish fourth semester when reading texts about socio-political and historical issues. The pre-reading activities are guided cooperative versus textbook-based individual. On the one hand, multiple-choice test findings indicated that guided cooperative pre-reading activities significantly increased participants’ comprehension. On the other hand, holistic results from the written recall protocol showed no difference between either pre-reading treatments. Yet, the results confirmed that guided cooperative pre-reading activities prompted participants to remember significantly a high percentage of main ideas, but did not make an impact on the recall of supporting ideas and/or minor details.