Improving L2 macro-structural processing in students with elementary or intermediate English levels: an instructional approach focused on global coherence in reading comprehension of science texts.
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Improving L2 macro-structural processing in students with elementary or intermediate English levels: an instructional approach focused on global coherence in reading comprehension of science texts.

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Improving L2 macro-structural processing in students with elementary or intermediate English levels: an instructional approach focused on global coherence in reading comprehension of science texts.

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Gómez López, Ángela; Devís Arbona, Anna M.; Sanjosé López, Vicente Perfil
Aquest document és un/a article, creat/da en: 2014
Previous studies have shown that students have difficulties building the macro-structure from expository texts in English (as L2). The usual cause pointed out is a lack of language proficiency. Thus, instructional methods have focused on providing students with the necessary vocabulary and grammar knowledge. This study proposes and validates an instructional approach which improves students" L2 processing on the macro-structural level, focusing on reading strategies rather than on vocabulary or grammar. Comprehension monitoring on the macro-structural level was improved by performing instructional tasks devoted to establish global coherence. As a consequence, students" reading comprehension also improved.

    Gómez, Ángela Devís, Anna Sanjosé López, Vicente 2014 Improving L2 macro-structural processing in students with elementary or intermediate English levels: an instructional approach focused on global coherence in reading comprehension of science texts. Porta Linguarum 21 51 67
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