Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

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La labor de todo profesor de ELE y de los manuales usados para enseñar la lengua meta, debe permitir acelerar el proceso de adquisición. La investigación ha constatado que la lectura es una de las maneras más efectivas para afianzar este proceso ya que expone al alumno al modelo de lengua que se pretende adquirir de manera natural y significativa. Este artículo analiza el tratamiento de la lectura en manuales de español para inmigrantes, y lo hace desde dos perspectivas, la teórica y la práctica. La primera, presenta los fundamentos teóricos, los beneficios de la lectura y los factores que intervienen en la comprensión de un texto, poniendo hincapié en qué se debe hacer y cómo se...

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Tipo: libro

Temas: comprensión lectora

Resumen:

La comprensión lectora en la enseñanza del español LE/L2: de la teoría a la práctica presents state-of-the-art theory and teaching practices for integrating reading skills into the teaching of Spanish. The book bridges a conspicuous gap between research supporting reading as a key component of language acquisition and actual practice by discussing how to implement reading successfully in and out of the classroom.

Written entirely in Spanish, the book focuses on the needs of Spanish language learners with the goal of motivating students to read in the target language and work with diverse types of texts and genres.

Key features include:

• Emphasis on the connections between theory and practice, with specific suggestions for successfully integrating reading into the language curriculum;
• Practical...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Repeated listening—listening to a passage several times for content and information—is considered an effective strategy to improve listening comprehension, but so far, no study has reported how much understanding increases with each repetition. This study is exploratory in nature and analyzes quantitatively how much 48 students with different degrees of listening ability understand after each repeated listening. The study shows that although the amount of total comprehension relates to learners' listening ability (low, medium, high), comprehension gains—new information understood after the first and second repetition—do not relate to learners' listening ability. The data indicate that understanding increased at a similar rate after the first repetition, 14% more, and after the second repetition, 9.3% more, in the three groups. These...

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