Effectiveness of comprehension monitoring strategies in EFL of non-bilingual Spanish university students reading science texts
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Effectiveness of comprehension monitoring strategies in EFL of non-bilingual Spanish university students reading science texts

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Effectiveness of comprehension monitoring strategies in EFL of non-bilingual Spanish university students reading science texts

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dc.contributor.author Gómez López, Ángela
dc.contributor.author Sanjosé López, Vicente
dc.date.accessioned 2015-03-05T11:40:38Z
dc.date.available 2015-03-05T11:40:38Z
dc.date.issued 2012
dc.identifier.uri http://hdl.handle.net/10550/42618
dc.description.abstract This paper studies the differences in the effectiveness in the use of Comprehension Monitoring (CM) when reading expository Science texts in Spanish (L1) and in English (as a foreign language). The sample was made up of Spanish university students with elementary, intermediate and advanced English proficiency levels. A reading-for-understanding task was proposed to students. We embedded local and global inconsistencies in the texts. The detection of the inconsistencies was used to assess CM ability when students tried to build the semantic representation of the text in L1 and in L2. Results showed that L1/L2 differences in the effectiveness using CM ability significantly diminished as the English proficiency increased. Using the CM in Spanish as a baseline for CM in English, we observed a gradual enhancement of transfer from L1 to L2 as the English proficiency improved.
dc.language.iso eng
dc.relation.ispartof Revista Electrónica de Lingüística Aplicada, 2012, vol. 11, p. 87-103
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Gómez López, Ángela Sanjosé López, Vicente 2012 Effectiveness of comprehension monitoring strategies in EFL of non-bilingual Spanish university students reading science texts Revista Electrónica de Lingüística Aplicada 11 87 103
dc.subject Educació
dc.title Effectiveness of comprehension monitoring strategies in EFL of non-bilingual Spanish university students reading science texts
dc.type info:eu-repo/semantics/article
dc.date.updated 2015-03-05T11:40:38Z
dc.identifier.idgrec 088630

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