2013-05-24T21:49:15Zhttp://www.tdx.cat/oai/request

oai:www.tdx.cat:10803/788682012-07-23T11:52:20Zhdl_10803_433

nam a 5a 4500A comparative análisis of the effects of three prereading activity types on the reading comprensión of fourth-semester students of Spanish in an English-speaking environment[Recurs electrònic] :Universitat de València,DL 2012Accés lliurehttp://www.tdx.cat/handle/10803/78868cr |||||||||||AAMMDDs2012 sp ||||fsm||||0|| 0 eng|c9788437081526Osa Melero, Lucía1 recurs electrònic (349 p.)Tesi doctoral - Universitat de València. Departament de Filologia Anglesa i Alemanya, 2009Universitat de València. Departament de Filologia Anglesa i AlemanyaTesis i dissertacions electròniquesGregori Signes, Carmen,dir.Hidalgo Navarro, Antonio,dir.TDXDL V-503-2012Reading 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.