Reading models in L2. Toward an interactive paradigm
Men nowadays essentially continue to search for and exchange information through reading, in spite of the audio-visual media. Thus, the availability of a pattern to master the mental processes activated when reading would be a panacea. Unfortunately, there is no such a unique reading model. Converse...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 1994 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | español |
| OAI Identifier: | oai:ebuah.uah.es:10017/889 |
| Acceso en línea: | http://hdl.handle.net/10017/889 |
| Access Level: | acceso abierto |
| Palabra clave: | Humanidades Humanities Filología hispánica Spanish philology |
| Sumario: | Men nowadays essentially continue to search for and exchange information through reading, in spite of the audio-visual media. Thus, the availability of a pattern to master the mental processes activated when reading would be a panacea. Unfortunately, there is no such a unique reading model. Conversely, the ones devised up to now are partial and incomplete, as the authors themselves declare. Nevertheless, psychologists and linguists do not stop researching to find formulae which account for the mental processes taking part in reading as well as how they perform to achieve meaning from the written discourse. This work tries to pinpoint the main features of the most representative reading models of the last three decades, underline as much as it concerns to the L2 reading process and show how the various components of the reading models have evolved to line themselves up under the Interactive paradigm. |
|---|