1887
Volume 29, Issue 1
  • ISSN 0213-2028
  • E-ISSN: 2254-6774
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Abstract

Este artículo es un estudio cuantitativo que compara el grado de influencia de la familiaridad con el contenido del texto y el interés en el tema del pasaje sobre la comprensión lectora de 245 estudiantes españoles de inglés como lengua extranjera de 2º y 4º ESO. La comparación se establece de forma general y en función del género del lector, del nivel de competencia en L2 y del método de evaluación ( y ). La recogida de datos se llevó a cabo durante la 2ª y 3ª semana del 2º trimestre del curso 2013–2014 en sendos colegios concertados de una ciudad del norte de España. Las muestras se analizaron empleando pruebas t de Student y ANOVA mediante el programa R. Los resultados muestran que (a) la familiaridad influye significativamente más que el interés; (b) según aumenta el nivel de competencia, la influencia de ambas variables decrece; (c) el género no parece influir a la comprensión lectora de textos que carecen de sesgo de género; y (d) el método de evaluación parece facilitar en gran medida la comprensión.

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2016-08-12
2019-12-15
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  • Article Type: Research Article
Keyword(s): comprensión lectora de L2 , familiaridad , género , interés and método de evaluación
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