Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomy

163 Páginas.

Detalles Bibliográficos
Autor: Izquierdo Castillo, Alexander
Tipo de recurso: tesis de maestría
Fecha de publicación:2013
País:Colombia
Institución:Universidad de la Sabana
Repositorio:Repositorio Universidad de la Sabana
Idioma:español
OAI Identifier:oai:10.145.21.57:10818/9259
Acceso en línea:http://hdl.handle.net/10818/9259
Access Level:acceso abierto
Palabra clave:Ingles -- Enseñanza -- Colombia
Enseñanza del ingles -- Método bilingue -- Colombia
Ingles -- Métodos de enseñanza -- Colombia
id CO_ff3dbd5faba7cfa6d2705cf5fa7d5124
oai_identifier_str oai:10.145.21.57:10818/9259
network_acronym_str CO
network_name_str Colombia
repository_id_str
dc.title.none.fl_str_mv Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomy
title Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomy
spellingShingle Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomy
Izquierdo Castillo, Alexander
Ingles -- Enseñanza -- Colombia
Enseñanza del ingles -- Método bilingue -- Colombia
Ingles -- Métodos de enseñanza -- Colombia
title_short Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomy
title_full Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomy
title_fullStr Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomy
title_full_unstemmed Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomy
title_sort Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomy
dc.creator.none.fl_str_mv Izquierdo Castillo, Alexander
author Izquierdo Castillo, Alexander
author_facet Izquierdo Castillo, Alexander
author_role author
dc.contributor.none.fl_str_mv Jiménez, Sonia Stella
dc.subject.none.fl_str_mv Ingles -- Enseñanza -- Colombia
Enseñanza del ingles -- Método bilingue -- Colombia
Ingles -- Métodos de enseñanza -- Colombia
topic Ingles -- Enseñanza -- Colombia
Enseñanza del ingles -- Método bilingue -- Colombia
Ingles -- Métodos de enseñanza -- Colombia
description 163 Páginas.
publishDate 2013
dc.date.none.fl_str_mv 2013-12-13T15:10:40Z
2013-12-13T15:10:40Z
2013
2013-12-13
dc.type.none.fl_str_mv masterThesis
Tesis de maestría
publishedVersion
info:eu-repo/semantics/masterThesis
format masterThesis
dc.identifier.none.fl_str_mv Aguirre, J., & Ramos, B. (2009). Guidance in reading strategies: A first step --towards autonomy learning in a semi-distance education program. PROFILE 11. Bogotá, Colombia.
Almasi, J. F. (2003). Teaching strategic reading processes. New York: Guilford Press.
Alderson, J. (2000). Assessing Reading. United Kingdom: Cambridge University Press.
Anderson, N.J (1999). Exploring Second Language Reading: Issues and Strategies. Toronto: Heinle & Heinle Publisher.
Arhar, J. M., Holly, M. L., & Kasten, W. C. (2001). Action research for teachers: Traveling the yellow brick road. Upper Saddle River, NJ: Merrill/Prentice Hall.
Barnhardt, S., Chamot, A., El-Dinary, P, and Robbins, J. (1999). The learning Strategies Handbook. New York: Longman.
Brantmeier, C (2002). Second Language Reading Strategy Research at the Secondary and University Levels: Variations, Dispartities and Generalizability. The Reading Matrix (3), pp 1 – 14. Retrieved June 10th, 2011 from the World Wide Web at http://www.readingmatrix.com/articles/braintmeier/article.pdf.
Benson, P. and Voller, P. (eds) (1997) Autonomy and Independence in Language Learning. Hong Kong: Longman Group.
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow, England: Pearson Education Limited
Boud, D. (1988). Developing Student Autonomy in Learning. London: Kogan Page.
Brown (1990). Strategies for Developing Reading Skills. Retrieved March 25th, 2011 from the World Wide Web at: http://www.nclrc.org/essentials/reading/stratread.htm
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
Burns, A. (2010). Doing Action Research. A Guide for Practitioners. New York: USA, Routledge.
Bruner, J. (1973) Beyond the information given; studies in the psychology of knowing. New York. Norton
Carrell, P. L. (1998). Can reading strategies be successfully taught? ARAL, 21(1), 1-20
Cohen, L. Manion, I. & Morrison, K. (2007). Research methods in education. (6th ed.) London: Routledge Falmer.
Corbin, J., & Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press.
Corbin, J., & Strauss A. (1990). Basics of qualitative research: Grounded theory. Procedures and techniques. London: Sage publications.
Corbin , J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.).Thousand Oaks: Publications.
Correales, R., Mendivelso, O & Santacruz F. (2000): Reading Comprehension: A Viable Challenge for Public School Students. PROFILE, Issues in Teachers' Professional Development, 1, 38-41.
Cortes, M., Sanchez, L. (2005). Profiles of Autonomy in the Field of Foreign Languages. Profile (online). n.6, pp. 133-140. ISSN 1657-0790
Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49, 3, 219-227.
Cotterall, S. & Crabbe, D. (1999). Learner Autonomy in Language Learning: Defining the Field and Effecting Change. Frankfurt and Main: Peter Lang GmbH.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Deci, E. L. and Ryan, R. M. (1985) Intrinsic Motivation and Self Determination in Human Behaviour. New York, NY: Plenum Press.
Dickinson, L. (1992). Learner autonomy 2: Learner training for language learning. Dublin: Authentik Language Resources, Ltd.
Dickinson, L. (1995). ‘Autonomy and motivation: A literature review.’ System 23/2: 165- 74.
Gaona. G. E.; Suárez L. I; González H. C (2001) Becoming an Efficient Reader: A Proposal for a School Curriculum. Profile Issues in Teachers’ Professional Development, Vol 2, No 1.
Gardner, R. (1983). Learning another language: A true social psychology experiment. Journal of Language and Social Psychology, 2, 219-240.
Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.
Ghuma, Masouda, Moh (2011) The Transferability of Reading Strategies between L1 (Arabic) and L2 (English). Doctoral thesis, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/924/
Grabe, W., Stoller, F. (2002).Teaching and Researching Reading. Malaysia: Longman Pearson Education.
Greenall, S. and Swan, M. (1986). Effective Reading: Reading Skills for Advanced Students. Cambridge: Cambridge University Press.
Grellet, F. (1996). Developing Reading Skills: A practical guide to reading comprehension exercises. Cambridge University Press.
Greenwood, J. (1998). Class Readers. Hongkong: Oxford University Press.
Guilloteaux, M. & Dörnyei, Z. (2008). Motivating language learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, 42, 1. 55-77.
Gustafson, K. (1996). Instructional Design Models. In T. Plomp & D. P. Ely (Eds.), International Encyclopedia of Educational Technology, Second Edition. New York: Elsevier
Guthrie, J., Wigfield, A., Metsala, J. and Cox, K. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3: 231-56.
Hedge, T. (2003). Teaching and Learning in the Language. Classroom, New York: Oxford University Press
Holec, H., (1981): Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe.)
Jiménez, P. (2000).Teaching Reading Strategies. Colombia: Universidad Externado de Colombia.
Kerr, (2009). Skimming, scanning and inferring in reading. LCPJ.
Komiyama, K. (2009). Car: A means for motivating students to read. English Teaching Forum Number 3.
Legutke, M. and H. Thomas. (1991) Process and Experience in the Language Classroom. Clevedon, Avon: Multilingual Matters.
Lessard C, M (1997). Language Learning Strategies: An Overview for L2 Teachers. The Internet TESL Journal 3 (3), pp 34 – 37.
Little, D. (1991) Autonomy: Definitions, Issues and Problems. Dublin: Authentik.
Loughran, J. (2002) Teacher as researcher: The PAVOT Project. Crows Nest, NSW
Lü c K, K. (2008). Web-based Foreign Language Reading: Affective and Productive Outcomes. University of California, Davis.
Luna, M., & Sánchez, D. (2005). Profiles of Autonomy in the Field of Foreign Languages. Profile 6, 133-140: Universidad Nacional de Colombia.
Matsubara, J., & Lehtinen (2007). Promoting autonomy in a reading classroom. Kanda University of International Studies, China Japan
Miles, M. B., & Huberman, A. M. (2004). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25 (3), 2-10.
Nolen, A.L. & Vander Putten, J. (2007). Action Research in Education: Addressing Gaps in Ethical Principles and Practices, Educational Researcher, 36(7):401-407.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press
Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle, Cengage Learning.
Nuttall, C. (1982). Teaching Reading Skills in a Foreign Language. London: Heinemann
Nuttall, C. (1996).Teaching Reading Skills in a Foreign Language. Oxford: Heinemann.
O’Brian, R. (1998). An Overview of the Methodological Approach of Action Research. Faculty of Information Studies, University of Toronto. Available: Retrieved November 13, 2011 from http://www.web.ca/~robrien/papers/arfinal.htm
Oxford, R.L. and Nyikos, M. 1989: Variables affecting choice of language learning strategies by university students. The Modern Language Journal 73, 291- 300.
Oxford, R.L (1990). Language Learning Strategies: What Every teacher should know. New York: Newbury House.
Ozek, Y., & Civelek, Muharrem (2006). A Study on the Use of Cognitive Reading Strategies by ELT Students. Dicle University, Turkey
Pennycook, A. (1997) ‘Cultural Alternatives and Autonomy’ in: P. Benson and Voller (eds.) Autonomy and Independence in Language Learning P. 35- 53 Harlow: Longman.
Perdomo, C. M. (2001). An Approach to Making Students Autonomous Readers of the English Language. PROFILE Issues in Teachers' Professional Development. Universidad Nacional de Colombia.
Pressley, M., Beard El-Dinary, P., & Brown, R. (1992). Skilled and not-soskilled reading: Good information processing and not-so-good information processing. In M. Pressley, K.
Rios, S., & Valcárcel, A. (2005) Reading: A Meaningful Way to Promote Learning English in High School. Profile 6, 59- 72: Universidad Nacional de Colombia.
Sau. C., M (n.d). Teaching Students to Read More Effectively. Action research in teaching. Hong Kong
Shahidullah, M. 1995-96. “Product and Process View of Reading and Their Pedagogical Implications”. Rajshahi University Studies. Part-A. Vol. 23-24. pp. 209-230
Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge, UK: Cambridge University Press.
Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage.
Stern P. and Porr, C. (2010).Essentials of Accessible Grounded Theory. Walnut Creek, California: Left Coast Press.
Sugirin, (1999). Exploring the comprehension strategies of EFL readers: A multi-method study. (ERIC Document Reproduction Service No. Ed 428- 548)
Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Kansai University.
Urquhart, S. and Weir, C. 1998. Reading in a Second Language: Process, Product and practice. London: Longman
Wallace. M. J. (2002). Action Research for Language Teachers. Cambridge: Cambridge University Press.
Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the eプects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 162- 186
Williams, E. (1996). Reading in the Language Classroom. Malaysia: Modern English Publications.
Xiaoxia, Q. (2005). Helping EFL learners become autonomous readers: Self-access through metacognition. CELEA Journal. Zhejian Gongshang University
Zhang, L. (2001). Awareness in reading: EFL students´ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288.
Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boeckaerts, et al. (Eds.), Handbook on self-regulation. Directions and challenges for future research (pp. 13-39). San Diego: Academic Press.
http://hdl.handle.net/10818/9259
255684
TE06055
identifier_str_mv Aguirre, J., & Ramos, B. (2009). Guidance in reading strategies: A first step --towards autonomy learning in a semi-distance education program. PROFILE 11. Bogotá, Colombia.
Almasi, J. F. (2003). Teaching strategic reading processes. New York: Guilford Press.
Alderson, J. (2000). Assessing Reading. United Kingdom: Cambridge University Press.
Anderson, N.J (1999). Exploring Second Language Reading: Issues and Strategies. Toronto: Heinle & Heinle Publisher.
Arhar, J. M., Holly, M. L., & Kasten, W. C. (2001). Action research for teachers: Traveling the yellow brick road. Upper Saddle River, NJ: Merrill/Prentice Hall.
Barnhardt, S., Chamot, A., El-Dinary, P, and Robbins, J. (1999). The learning Strategies Handbook. New York: Longman.
Brantmeier, C (2002). Second Language Reading Strategy Research at the Secondary and University Levels: Variations, Dispartities and Generalizability. The Reading Matrix (3), pp 1 – 14. Retrieved June 10th, 2011 from the World Wide Web at http://www.readingmatrix.com/articles/braintmeier/article.pdf.
Benson, P. and Voller, P. (eds) (1997) Autonomy and Independence in Language Learning. Hong Kong: Longman Group.
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow, England: Pearson Education Limited
Boud, D. (1988). Developing Student Autonomy in Learning. London: Kogan Page.
Brown (1990). Strategies for Developing Reading Skills. Retrieved March 25th, 2011 from the World Wide Web at: http://www.nclrc.org/essentials/reading/stratread.htm
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
Burns, A. (2010). Doing Action Research. A Guide for Practitioners. New York: USA, Routledge.
Bruner, J. (1973) Beyond the information given; studies in the psychology of knowing. New York. Norton
Carrell, P. L. (1998). Can reading strategies be successfully taught? ARAL, 21(1), 1-20
Cohen, L. Manion, I. & Morrison, K. (2007). Research methods in education. (6th ed.) London: Routledge Falmer.
Corbin, J., & Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press.
Corbin, J., & Strauss A. (1990). Basics of qualitative research: Grounded theory. Procedures and techniques. London: Sage publications.
Corbin , J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.).Thousand Oaks: Publications.
Correales, R., Mendivelso, O & Santacruz F. (2000): Reading Comprehension: A Viable Challenge for Public School Students. PROFILE, Issues in Teachers' Professional Development, 1, 38-41.
Cortes, M., Sanchez, L. (2005). Profiles of Autonomy in the Field of Foreign Languages. Profile (online). n.6, pp. 133-140. ISSN 1657-0790
Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49, 3, 219-227.
Cotterall, S. & Crabbe, D. (1999). Learner Autonomy in Language Learning: Defining the Field and Effecting Change. Frankfurt and Main: Peter Lang GmbH.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Deci, E. L. and Ryan, R. M. (1985) Intrinsic Motivation and Self Determination in Human Behaviour. New York, NY: Plenum Press.
Dickinson, L. (1992). Learner autonomy 2: Learner training for language learning. Dublin: Authentik Language Resources, Ltd.
Dickinson, L. (1995). ‘Autonomy and motivation: A literature review.’ System 23/2: 165- 74.
Gaona. G. E.; Suárez L. I; González H. C (2001) Becoming an Efficient Reader: A Proposal for a School Curriculum. Profile Issues in Teachers’ Professional Development, Vol 2, No 1.
Gardner, R. (1983). Learning another language: A true social psychology experiment. Journal of Language and Social Psychology, 2, 219-240.
Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.
Ghuma, Masouda, Moh (2011) The Transferability of Reading Strategies between L1 (Arabic) and L2 (English). Doctoral thesis, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/924/
Grabe, W., Stoller, F. (2002).Teaching and Researching Reading. Malaysia: Longman Pearson Education.
Greenall, S. and Swan, M. (1986). Effective Reading: Reading Skills for Advanced Students. Cambridge: Cambridge University Press.
Grellet, F. (1996). Developing Reading Skills: A practical guide to reading comprehension exercises. Cambridge University Press.
Greenwood, J. (1998). Class Readers. Hongkong: Oxford University Press.
Guilloteaux, M. & Dörnyei, Z. (2008). Motivating language learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, 42, 1. 55-77.
Gustafson, K. (1996). Instructional Design Models. In T. Plomp & D. P. Ely (Eds.), International Encyclopedia of Educational Technology, Second Edition. New York: Elsevier
Guthrie, J., Wigfield, A., Metsala, J. and Cox, K. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3: 231-56.
Hedge, T. (2003). Teaching and Learning in the Language. Classroom, New York: Oxford University Press
Holec, H., (1981): Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe.)
Jiménez, P. (2000).Teaching Reading Strategies. Colombia: Universidad Externado de Colombia.
Kerr, (2009). Skimming, scanning and inferring in reading. LCPJ.
Komiyama, K. (2009). Car: A means for motivating students to read. English Teaching Forum Number 3.
Legutke, M. and H. Thomas. (1991) Process and Experience in the Language Classroom. Clevedon, Avon: Multilingual Matters.
Lessard C, M (1997). Language Learning Strategies: An Overview for L2 Teachers. The Internet TESL Journal 3 (3), pp 34 – 37.
Little, D. (1991) Autonomy: Definitions, Issues and Problems. Dublin: Authentik.
Loughran, J. (2002) Teacher as researcher: The PAVOT Project. Crows Nest, NSW
Lü c K, K. (2008). Web-based Foreign Language Reading: Affective and Productive Outcomes. University of California, Davis.
Luna, M., & Sánchez, D. (2005). Profiles of Autonomy in the Field of Foreign Languages. Profile 6, 133-140: Universidad Nacional de Colombia.
Matsubara, J., & Lehtinen (2007). Promoting autonomy in a reading classroom. Kanda University of International Studies, China Japan
Miles, M. B., & Huberman, A. M. (2004). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25 (3), 2-10.
Nolen, A.L. & Vander Putten, J. (2007). Action Research in Education: Addressing Gaps in Ethical Principles and Practices, Educational Researcher, 36(7):401-407.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press
Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle, Cengage Learning.
Nuttall, C. (1982). Teaching Reading Skills in a Foreign Language. London: Heinemann
Nuttall, C. (1996).Teaching Reading Skills in a Foreign Language. Oxford: Heinemann.
O’Brian, R. (1998). An Overview of the Methodological Approach of Action Research. Faculty of Information Studies, University of Toronto. Available: Retrieved November 13, 2011 from http://www.web.ca/~robrien/papers/arfinal.htm
Oxford, R.L. and Nyikos, M. 1989: Variables affecting choice of language learning strategies by university students. The Modern Language Journal 73, 291- 300.
Oxford, R.L (1990). Language Learning Strategies: What Every teacher should know. New York: Newbury House.
Ozek, Y., & Civelek, Muharrem (2006). A Study on the Use of Cognitive Reading Strategies by ELT Students. Dicle University, Turkey
Pennycook, A. (1997) ‘Cultural Alternatives and Autonomy’ in: P. Benson and Voller (eds.) Autonomy and Independence in Language Learning P. 35- 53 Harlow: Longman.
Perdomo, C. M. (2001). An Approach to Making Students Autonomous Readers of the English Language. PROFILE Issues in Teachers' Professional Development. Universidad Nacional de Colombia.
Pressley, M., Beard El-Dinary, P., & Brown, R. (1992). Skilled and not-soskilled reading: Good information processing and not-so-good information processing. In M. Pressley, K.
Rios, S., & Valcárcel, A. (2005) Reading: A Meaningful Way to Promote Learning English in High School. Profile 6, 59- 72: Universidad Nacional de Colombia.
Sau. C., M (n.d). Teaching Students to Read More Effectively. Action research in teaching. Hong Kong
Shahidullah, M. 1995-96. “Product and Process View of Reading and Their Pedagogical Implications”. Rajshahi University Studies. Part-A. Vol. 23-24. pp. 209-230
Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge, UK: Cambridge University Press.
Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage.
Stern P. and Porr, C. (2010).Essentials of Accessible Grounded Theory. Walnut Creek, California: Left Coast Press.
Sugirin, (1999). Exploring the comprehension strategies of EFL readers: A multi-method study. (ERIC Document Reproduction Service No. Ed 428- 548)
Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Kansai University.
Urquhart, S. and Weir, C. 1998. Reading in a Second Language: Process, Product and practice. London: Longman
Wallace. M. J. (2002). Action Research for Language Teachers. Cambridge: Cambridge University Press.
Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the eプects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 162- 186
Williams, E. (1996). Reading in the Language Classroom. Malaysia: Modern English Publications.
Xiaoxia, Q. (2005). Helping EFL learners become autonomous readers: Self-access through metacognition. CELEA Journal. Zhejian Gongshang University
Zhang, L. (2001). Awareness in reading: EFL students´ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288.
Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boeckaerts, et al. (Eds.), Handbook on self-regulation. Directions and challenges for future research (pp. 13-39). San Diego: Academic Press.
255684
TE06055
url http://hdl.handle.net/10818/9259
dc.language.none.fl_str_mv spa
language spa
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidad de la Sabana
Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
Departamento de Lenguas y Culturas Extranjeras
publisher.none.fl_str_mv Universidad de la Sabana
Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
Departamento de Lenguas y Culturas Extranjeras
dc.source.none.fl_str_mv Universidad de La Sabana
Intellectum Repositorio Universidad de La Sabana
reponame:Repositorio Universidad de la Sabana
instname:Universidad de la Sabana
instacron:Universidad de la Sabana
instname_str Universidad de la Sabana
instacron_str Universidad de la Sabana
institution Universidad de la Sabana
reponame_str Repositorio Universidad de la Sabana
collection Repositorio Universidad de la Sabana
_version_ 1825050511934488576
spelling Promoting three reading strategies (scanning, skimming and making predictions) to foster autonomyIzquierdo Castillo, AlexanderIngles -- Enseñanza -- ColombiaEnseñanza del ingles -- Método bilingue -- ColombiaIngles -- Métodos de enseñanza -- Colombia163 Páginas.En este artículo se reportan los resultados de un proyecto de investigación-acción llevado a cabo en un colegio público rural en Gachetá, Cundinamarca, Colombia, con estudiantes de noveno grado. El propósito de este estudio fue determinar el impacto de tres estrategias de lectura en inglés (scanning, skimming and making predictions) para promover la autonomía y la compresión lectora. La primera estrategia se refiere a saber hallar información específica en un texto, la segunda hace referencia a identificar la idea principal de un texto, y la tercera a la capacidad de predecir el posible contenido de un texto. La recolección de datos incluyó el uso de una lista de verificación inicial para el estudiante, un cuestionario para cada estrategia vista, un reporte de auto evaluación para el docente, y una lista de verificación al finalizar el proyecto para los estudiantes, con el objetivo de analizar si los estudiantes mejoraron su autonomía y comprensión lectora. Adicionalmente, se administró un test a los estudiantes con el fin de constatar si hubo avances en la comprensión de lectura. Los resultados evidenciaron que los estudiantes adquirieron algunos rasgos de autonomía tales como tomar decisiones para aprender y hacer sus tareas asignadas, ser más conscientes de su proceso de lectura, y estar más motivados para el aprendizaje. Asimismo, la capacitación referente a las estrategias de lectura les permitió a los estudiantes mejorar su comprensión lectora. Se puede concluir que estas estrategias de lectura son herramientas que le sirven al estudiante para su formación en autonomía.Universidad de la SabanaMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje AutónomoDepartamento de Lenguas y Culturas ExtranjerasJiménez, Sonia Stella2013-12-13T15:10:40Z2013-12-13T15:10:40Z20132013-12-13masterThesisTesis de maestríapublishedVersioninfo:eu-repo/semantics/masterThesisAguirre, J., & Ramos, B. (2009). Guidance in reading strategies: A first step --towards autonomy learning in a semi-distance education program. PROFILE 11. Bogotá, Colombia.Almasi, J. F. (2003). Teaching strategic reading processes. New York: Guilford Press.Alderson, J. (2000). Assessing Reading. United Kingdom: Cambridge University Press.Anderson, N.J (1999). Exploring Second Language Reading: Issues and Strategies. Toronto: Heinle & Heinle Publisher.Arhar, J. M., Holly, M. L., & Kasten, W. C. (2001). Action research for teachers: Traveling the yellow brick road. Upper Saddle River, NJ: Merrill/Prentice Hall.Barnhardt, S., Chamot, A., El-Dinary, P, and Robbins, J. (1999). The learning Strategies Handbook. New York: Longman.Brantmeier, C (2002). Second Language Reading Strategy Research at the Secondary and University Levels: Variations, Dispartities and Generalizability. The Reading Matrix (3), pp 1 – 14. Retrieved June 10th, 2011 from the World Wide Web at http://www.readingmatrix.com/articles/braintmeier/article.pdf.Benson, P. and Voller, P. (eds) (1997) Autonomy and Independence in Language Learning. Hong Kong: Longman Group.Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow, England: Pearson Education LimitedBoud, D. (1988). Developing Student Autonomy in Learning. London: Kogan Page.Brown (1990). Strategies for Developing Reading Skills. Retrieved March 25th, 2011 from the World Wide Web at: http://www.nclrc.org/essentials/reading/stratread.htmBurns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.Burns, A. (2010). Doing Action Research. A Guide for Practitioners. New York: USA, Routledge.Bruner, J. (1973) Beyond the information given; studies in the psychology of knowing. New York. NortonCarrell, P. L. (1998). Can reading strategies be successfully taught? ARAL, 21(1), 1-20Cohen, L. Manion, I. & Morrison, K. (2007). Research methods in education. (6th ed.) London: Routledge Falmer.Corbin, J., & Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press.Corbin, J., & Strauss A. (1990). Basics of qualitative research: Grounded theory. Procedures and techniques. London: Sage publications.Corbin , J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.).Thousand Oaks: Publications.Correales, R., Mendivelso, O & Santacruz F. (2000): Reading Comprehension: A Viable Challenge for Public School Students. PROFILE, Issues in Teachers' Professional Development, 1, 38-41.Cortes, M., Sanchez, L. (2005). Profiles of Autonomy in the Field of Foreign Languages. Profile (online). n.6, pp. 133-140. ISSN 1657-0790Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49, 3, 219-227.Cotterall, S. & Crabbe, D. (1999). Learner Autonomy in Language Learning: Defining the Field and Effecting Change. Frankfurt and Main: Peter Lang GmbH.Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.Deci, E. L. and Ryan, R. M. (1985) Intrinsic Motivation and Self Determination in Human Behaviour. New York, NY: Plenum Press.Dickinson, L. (1992). Learner autonomy 2: Learner training for language learning. Dublin: Authentik Language Resources, Ltd.Dickinson, L. (1995). ‘Autonomy and motivation: A literature review.’ System 23/2: 165- 74.Gaona. G. E.; Suárez L. I; González H. C (2001) Becoming an Efficient Reader: A Proposal for a School Curriculum. Profile Issues in Teachers’ Professional Development, Vol 2, No 1.Gardner, R. (1983). Learning another language: A true social psychology experiment. Journal of Language and Social Psychology, 2, 219-240.Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.Ghuma, Masouda, Moh (2011) The Transferability of Reading Strategies between L1 (Arabic) and L2 (English). Doctoral thesis, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/924/Grabe, W., Stoller, F. (2002).Teaching and Researching Reading. Malaysia: Longman Pearson Education.Greenall, S. and Swan, M. (1986). Effective Reading: Reading Skills for Advanced Students. Cambridge: Cambridge University Press.Grellet, F. (1996). Developing Reading Skills: A practical guide to reading comprehension exercises. Cambridge University Press.Greenwood, J. (1998). Class Readers. Hongkong: Oxford University Press.Guilloteaux, M. & Dörnyei, Z. (2008). Motivating language learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, 42, 1. 55-77.Gustafson, K. (1996). Instructional Design Models. In T. Plomp & D. P. Ely (Eds.), International Encyclopedia of Educational Technology, Second Edition. New York: ElsevierGuthrie, J., Wigfield, A., Metsala, J. and Cox, K. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3: 231-56.Hedge, T. (2003). Teaching and Learning in the Language. Classroom, New York: Oxford University PressHolec, H., (1981): Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe.)Jiménez, P. (2000).Teaching Reading Strategies. Colombia: Universidad Externado de Colombia.Kerr, (2009). Skimming, scanning and inferring in reading. LCPJ.Komiyama, K. (2009). Car: A means for motivating students to read. English Teaching Forum Number 3.Legutke, M. and H. Thomas. (1991) Process and Experience in the Language Classroom. Clevedon, Avon: Multilingual Matters.Lessard C, M (1997). Language Learning Strategies: An Overview for L2 Teachers. The Internet TESL Journal 3 (3), pp 34 – 37.Little, D. (1991) Autonomy: Definitions, Issues and Problems. Dublin: Authentik.Loughran, J. (2002) Teacher as researcher: The PAVOT Project. Crows Nest, NSWLü c K, K. (2008). Web-based Foreign Language Reading: Affective and Productive Outcomes. University of California, Davis.Luna, M., & Sánchez, D. (2005). Profiles of Autonomy in the Field of Foreign Languages. Profile 6, 133-140: Universidad Nacional de Colombia.Matsubara, J., & Lehtinen (2007). Promoting autonomy in a reading classroom. Kanda University of International Studies, China JapanMiles, M. B., & Huberman, A. M. (2004). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: SageMokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25 (3), 2-10.Nolen, A.L. & Vander Putten, J. (2007). Action Research in Education: Addressing Gaps in Ethical Principles and Practices, Educational Researcher, 36(7):401-407.Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University PressNunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle, Cengage Learning.Nuttall, C. (1982). Teaching Reading Skills in a Foreign Language. London: HeinemannNuttall, C. (1996).Teaching Reading Skills in a Foreign Language. Oxford: Heinemann.O’Brian, R. (1998). An Overview of the Methodological Approach of Action Research. Faculty of Information Studies, University of Toronto. Available: Retrieved November 13, 2011 from http://www.web.ca/~robrien/papers/arfinal.htmOxford, R.L. and Nyikos, M. 1989: Variables affecting choice of language learning strategies by university students. The Modern Language Journal 73, 291- 300.Oxford, R.L (1990). Language Learning Strategies: What Every teacher should know. New York: Newbury House.Ozek, Y., & Civelek, Muharrem (2006). A Study on the Use of Cognitive Reading Strategies by ELT Students. Dicle University, TurkeyPennycook, A. (1997) ‘Cultural Alternatives and Autonomy’ in: P. Benson and Voller (eds.) Autonomy and Independence in Language Learning P. 35- 53 Harlow: Longman.Perdomo, C. M. (2001). An Approach to Making Students Autonomous Readers of the English Language. PROFILE Issues in Teachers' Professional Development. Universidad Nacional de Colombia.Pressley, M., Beard El-Dinary, P., & Brown, R. (1992). Skilled and not-soskilled reading: Good information processing and not-so-good information processing. In M. Pressley, K.Rios, S., & Valcárcel, A. (2005) Reading: A Meaningful Way to Promote Learning English in High School. Profile 6, 59- 72: Universidad Nacional de Colombia.Sau. C., M (n.d). Teaching Students to Read More Effectively. Action research in teaching. Hong KongShahidullah, M. 1995-96. “Product and Process View of Reading and Their Pedagogical Implications”. Rajshahi University Studies. Part-A. Vol. 23-24. pp. 209-230Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge, UK: Cambridge University Press.Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage.Stern P. and Porr, C. (2010).Essentials of Accessible Grounded Theory. Walnut Creek, California: Left Coast Press.Sugirin, (1999). Exploring the comprehension strategies of EFL readers: A multi-method study. (ERIC Document Reproduction Service No. Ed 428- 548)Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Kansai University.Urquhart, S. and Weir, C. 1998. Reading in a Second Language: Process, Product and practice. London: LongmanWallace. M. J. (2002). Action Research for Language Teachers. Cambridge: Cambridge University Press.Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the eプects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 162- 186Williams, E. (1996). Reading in the Language Classroom. Malaysia: Modern English Publications.Xiaoxia, Q. (2005). Helping EFL learners become autonomous readers: Self-access through metacognition. CELEA Journal. Zhejian Gongshang UniversityZhang, L. (2001). Awareness in reading: EFL students´ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288.Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boeckaerts, et al. (Eds.), Handbook on self-regulation. Directions and challenges for future research (pp. 13-39). San Diego: Academic Press.http://hdl.handle.net/10818/9259255684TE06055Universidad de La SabanaIntellectum Repositorio Universidad de La Sabanareponame:Repositorio Universidad de la Sabanainstname:Universidad de la Sabanainstacron:Universidad de la Sabanaspainfo:eu-repo/semantics/openAccess2021-07-23T15:00:50Z
score 15.812455

Similares en LA Referencia