Enseñanza de estrategias de comprensión inferencial en inglés L2 y su impacto en español L1: Implicaciones teóricas y pedagógicas para la lectura en las disciplinas

• Autores: Moisés Perales Escudero, María del Rosario Reyes Cruz
• Localización: Revista mexicana de investigación educativa, ISSN-e 1405-6666, Vol. 19, Nº. 61, 2014, págs. 599-626
• Idioma: español
• Títulos paralelos:
  • The Teaching of Inferential Comprehension Strategies in L2 English and the Impact on L1 Spanish: Theoretical and Pedagogical Implications for Reading in Disciplines
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    La realización de inferencias retóricas en textos académicos ha sido poco estudiada, al igual que la posibilidad de transferir estrategias de comprensión inferencial de una segunda lengua (L2) a la materna (L1). En este trabajo se da cuenta de un experimento que consistió en preparar e impartir un diseño instruccional, dirigido a mejorar las habilidades de comprensión inferencial retórica para géneros de investigación escritos en inglés (L2) de un grupo de alumnos de una licenciatura en lengua inglesa. Se realizaron pruebas y análisis estadísticos para determinar la efectividad de la intervención y la transferencia de las habilidades de comprensión inferencial a la L1 (español) y a un género distinto: el cuento. Los resultados indican que la intervención fue efectiva en ambos sentidos. Se revisan las implicaciones para la teoría y la práctica.

  • English

    Making rhetorical inferences in academic texts has not been thoroughly studied, nor has the possibility of transferring inferential comprehension strategies from a second language (L2) to the native language (L1). The current article describes an experiment that consisted of preparing and distributing an instructional design aimed at improving rhetorical inferential comprehension skills for genres written in English (L2), among a group of undergraduates majoring in English. Statistical tests and analyses were carried out to determine the effectiveness of the intervention and the transfer of inferential comprehension skills from the L1 (Spanish) and to a different genre: the short story. The results indicate that the intervention was effective in both areas. The implications are studied for theory and practice.

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