Reading competence in Spanish: a study with Brazilian college students

• Autor(a) principal: Moraes, Gisele Benck de
• Data de Publicação: 2022
• Outros Autores: Silveira, Mariane Rocha
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Domínios de Lingu@gem
• Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/59339
• topic: Leitura; Competência; Língua espanhola; Reading; Competence; Spanish

This study is aimed at examining the performance of college students at an educational institution in the state of Rio Grande do Sul concerning issues of reading at basic level in Spanish, and considering the styles of questions proposed and the minimal requirements expected for students to meet while being tested and answering each question. For this purpose, we first discuss theoretical frameworks on issues of reading and its different levels according to Kleiman (2000, 2007) and Platão & Fiorin (2002). Next, we discuss issues related to textual cohesion, particularly on cohesion through reference and through the use of connectors, based on theoretical frameworks by Koch (2003, 2006) and Halliday & Hasan (1976). Finally, we analyze the evaluation, which consisted of two texts written in Spanish and text-comprehension questions written in the students’ mother tongue. Results show that learners had difficulties, mostly, to assimilate their linguistic knowledge, which may compromise their performance in evaluation instruments such as the competence test chosen for the analysis.