An investigation on how Brazilian university-level students produce written summaries of an expository text in L2
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | letrônica |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/16691 |
Resumo: | Ideally, readers build meaningful and coherent mental representations of the texts they read (Kintsch; van Dijk, 1978; van Dijk; Kintsch, 1983; Gagné et al., 1993), and they are able to express such mental representations in summaries and recall protocols. Furthermore, strategic readers approach a text keeping in mind the reading situation, i.e., reading purposes and text type, while monitoring their comprehension (Carrell, 1989; 1998; Paris; Lipson; Wixson, 1983; Paris; Wasik; Turner, 1991). The present study aims at investigating to what extent eight Brazilian university-level students are strategic when producing written summaries of an expository text in English as L2. Participants took part in a workshop on how to produce summaries from expository texts in English and their production was collected and analyzed in terms of how strategic they were in displaying controlling, central and secondary ideas. Participants were proficient and strategic readers in both L1 and L2 (Portuguese and English, respectively), and were knowledgeable of academic genres. Therefore, it was hypothesized that they would be able to construct a meaningful and coherent representation of the text, while monitoring their reading comprehension, which, in turn, was expected to be reflected in their production of summaries. Results revealed that the majority of the participants were strategic when approaching the text and could build a coherent mental representation of it, while some of the participants omitted some central and secondary ideas. |
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An investigation on how Brazilian university-level students produce written summaries of an expository text in L2Um estudo sobre como estudantes universitários brasileiros produzem resumos escritos de um texto expositivo em inglês (L2)Reading comprehension and productionSummaryL2 university studentsExpository texts.Compreensão leitora e produção textualResumoEstudantes universitáriosL2Textos expositivosIdeally, readers build meaningful and coherent mental representations of the texts they read (Kintsch; van Dijk, 1978; van Dijk; Kintsch, 1983; Gagné et al., 1993), and they are able to express such mental representations in summaries and recall protocols. Furthermore, strategic readers approach a text keeping in mind the reading situation, i.e., reading purposes and text type, while monitoring their comprehension (Carrell, 1989; 1998; Paris; Lipson; Wixson, 1983; Paris; Wasik; Turner, 1991). The present study aims at investigating to what extent eight Brazilian university-level students are strategic when producing written summaries of an expository text in English as L2. Participants took part in a workshop on how to produce summaries from expository texts in English and their production was collected and analyzed in terms of how strategic they were in displaying controlling, central and secondary ideas. Participants were proficient and strategic readers in both L1 and L2 (Portuguese and English, respectively), and were knowledgeable of academic genres. Therefore, it was hypothesized that they would be able to construct a meaningful and coherent representation of the text, while monitoring their reading comprehension, which, in turn, was expected to be reflected in their production of summaries. Results revealed that the majority of the participants were strategic when approaching the text and could build a coherent mental representation of it, while some of the participants omitted some central and secondary ideas. Numa situação ideal, os leitores constroem representações mentais significativas e coerentes dos textos que eles leem (KINTSCH; VAN DIJK, 1978; VAN DIJK; KINTSCH, 1983; GAGNÉ et al., 1993) e são capazes de expressar essas representações mentais através da elaboração de resumos e atividades de recordação (recall). Ademais, leitores estratégicos abordam um texto tendo em mente a situação de leitura, isto é, os objetivos e o tipo de texto, enquanto monitoram sua compreensão (CARRELL, 1989; 1998; PARIS, LIPSON; WIXSON, 1983; PARIS; WASIK; TURNER, 1991). O presente estudo objetiva investigar quão estratégicos oito estudantes brasileiros de nível universitário se mostram ao produzir resumos escritos de um texto expositivo em L2, inglês. Esses estudantes participaram de uma oficina sobre como escrever resumos de textos expositivos em inglês e suas produções foram coletadas e analisadas em termos de conter as ideias controladoras, centrais e secundárias. Os participantes se mostraram leitores proficientes e estratégicos em L1 e L2 (português e inglês, respectivamente), além de familiarizados com os gêneros acadêmicos. Por este motivo, nossa hipótese era de que eles seriam capazes de construir uma representação significativa e coerente do texto apresentado, enquanto monitoravam sua compreensão leitora, a qual poderia ser acessada por meio dos seus resumos. Os resultados revelaram que a maioria dos participantes são estratégicos e conseguiram construir essa representação mental coerente do texto, enquanto alguns omitiram algumas ideias centrais e secundárias. Editora da PUCRS - ediPUCRS2014-07-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/1669110.15448/1984-4301.2014.1.16691Letrônica; Vol. 7 No. 1 (2014): Psicolinguística & Escritas migrantes na literatura contemporânea; 130-154Letrônica; v. 7 n. 1 (2014): Psicolinguística & Escritas migrantes na literatura contemporânea; 130-1541984-430110.15448/1984-4301.2014.1reponame:letrônicainstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSenghttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/16691/11529Bailer, CyntiaWinfield, Claudia MarcheseAlmeida, Fabiana Vanessa Achy deRoscioli, Deise Caldartinfo:eu-repo/semantics/openAccess2017-02-24T23:05:07Zoai:ojs.revistaseletronicas.pucrs.br:article/16691Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/letronicaPRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/oailetronica@pucrs.br||ivanetemileski@gmail.com1984-43011984-4301opendoar:2017-02-24T23:05:07letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
An investigation on how Brazilian university-level students produce written summaries of an expository text in L2 Um estudo sobre como estudantes universitários brasileiros produzem resumos escritos de um texto expositivo em inglês (L2) |
title |
An investigation on how Brazilian university-level students produce written summaries of an expository text in L2 |
spellingShingle |
An investigation on how Brazilian university-level students produce written summaries of an expository text in L2 Bailer, Cyntia Reading comprehension and production Summary L2 university students Expository texts. Compreensão leitora e produção textual Resumo Estudantes universitários L2 Textos expositivos |
title_short |
An investigation on how Brazilian university-level students produce written summaries of an expository text in L2 |
title_full |
An investigation on how Brazilian university-level students produce written summaries of an expository text in L2 |
title_fullStr |
An investigation on how Brazilian university-level students produce written summaries of an expository text in L2 |
title_full_unstemmed |
An investigation on how Brazilian university-level students produce written summaries of an expository text in L2 |
title_sort |
An investigation on how Brazilian university-level students produce written summaries of an expository text in L2 |
author |
Bailer, Cyntia |
author_facet |
Bailer, Cyntia Winfield, Claudia Marchese Almeida, Fabiana Vanessa Achy de Roscioli, Deise Caldart |
author_role |
author |
author2 |
Winfield, Claudia Marchese Almeida, Fabiana Vanessa Achy de Roscioli, Deise Caldart |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Bailer, Cyntia Winfield, Claudia Marchese Almeida, Fabiana Vanessa Achy de Roscioli, Deise Caldart |
dc.subject.por.fl_str_mv |
Reading comprehension and production Summary L2 university students Expository texts. Compreensão leitora e produção textual Resumo Estudantes universitários L2 Textos expositivos |
topic |
Reading comprehension and production Summary L2 university students Expository texts. Compreensão leitora e produção textual Resumo Estudantes universitários L2 Textos expositivos |
description |
Ideally, readers build meaningful and coherent mental representations of the texts they read (Kintsch; van Dijk, 1978; van Dijk; Kintsch, 1983; Gagné et al., 1993), and they are able to express such mental representations in summaries and recall protocols. Furthermore, strategic readers approach a text keeping in mind the reading situation, i.e., reading purposes and text type, while monitoring their comprehension (Carrell, 1989; 1998; Paris; Lipson; Wixson, 1983; Paris; Wasik; Turner, 1991). The present study aims at investigating to what extent eight Brazilian university-level students are strategic when producing written summaries of an expository text in English as L2. Participants took part in a workshop on how to produce summaries from expository texts in English and their production was collected and analyzed in terms of how strategic they were in displaying controlling, central and secondary ideas. Participants were proficient and strategic readers in both L1 and L2 (Portuguese and English, respectively), and were knowledgeable of academic genres. Therefore, it was hypothesized that they would be able to construct a meaningful and coherent representation of the text, while monitoring their reading comprehension, which, in turn, was expected to be reflected in their production of summaries. Results revealed that the majority of the participants were strategic when approaching the text and could build a coherent mental representation of it, while some of the participants omitted some central and secondary ideas. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-07-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/16691 10.15448/1984-4301.2014.1.16691 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/16691 |
identifier_str_mv |
10.15448/1984-4301.2014.1.16691 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/16691/11529 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Letrônica; Vol. 7 No. 1 (2014): Psicolinguística & Escritas migrantes na literatura contemporânea; 130-154 Letrônica; v. 7 n. 1 (2014): Psicolinguística & Escritas migrantes na literatura contemporânea; 130-154 1984-4301 10.15448/1984-4301.2014.1 reponame:letrônica instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
letrônica |
collection |
letrônica |
repository.name.fl_str_mv |
letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
letronica@pucrs.br||ivanetemileski@gmail.com |
_version_ |
1799128596519845888 |