Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective

Detalhes bibliográficos
Autor(a) principal: Bencke, Diane Blank
Data de Publicação: 2009
Outros Autores: Gabriel, Rosângela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signo (Santa Cruz do Sul. Online)
Texto Completo: https://online.unisc.br/seer/index.php/signo/article/view/1202
Resumo: This paper aims to approach the phenomena of metacognition, linguistic transfer and reading comprehension through a theoretical and empirical perspective, by investigating the transfer of metacognitive reading strategies between Brazilian Portuguese and English as a second language. It aims to verify types and frequency of metacognitive reading strategies use in L1 and L2 in Language and Literature and Bussiness university courses. For this, it was developed an empirical study with 16 university students of each course through reading comprehension tests in Portuguese and English carried out through a retrospective written protocol in a software specially developed for this this purpose. After that, the metacognitive reading strategies used were classified as well the other parts of the instruments. It was verified a considerable padronization in type and frequency of metacognitive reading strategies what seems to indicate the transfer in unconscious level or the existence of common reading procedures used by speakers of different languages and with different academic background, along with possible cognitive patterns on this activity.
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spelling Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspectiveMetacognição, transferência linguística e compreensão leitora: uma perspectiva teórico-empíricaThis paper aims to approach the phenomena of metacognition, linguistic transfer and reading comprehension through a theoretical and empirical perspective, by investigating the transfer of metacognitive reading strategies between Brazilian Portuguese and English as a second language. It aims to verify types and frequency of metacognitive reading strategies use in L1 and L2 in Language and Literature and Bussiness university courses. For this, it was developed an empirical study with 16 university students of each course through reading comprehension tests in Portuguese and English carried out through a retrospective written protocol in a software specially developed for this this purpose. After that, the metacognitive reading strategies used were classified as well the other parts of the instruments. It was verified a considerable padronization in type and frequency of metacognitive reading strategies what seems to indicate the transfer in unconscious level or the existence of common reading procedures used by speakers of different languages and with different academic background, along with possible cognitive patterns on this activity.O presente trabalho aborda teórico-empiricamente os fenômenos da metacognição, transferência linguística e compreensão leitora, investigando a transferência de estratégias metacognitivas de leitura do português brasileiro para o inglês, como segunda língua. O estudo verificou os tipos e a frequência de uso de estratégias metacognitivas de leitura em L1 e em L2 nos cursos de Administração e Letras. Trinta e dois acadêmicos, sendo 16 de Letras e 16 de Administração, fizeram testes de compreensão leitora em português e em inglês, pela técnica do protocolo escrito retrospectivo, em um programa de computador, especialmente, desenvolvido para esta pesquisa. Após o registro das respostas dos informantes, foram classificadas as estratégias metacognitivas de leitura utilizadas e, também, computadas e analisadas as demais respostas fornecidas. Verificou-se uma considerável padronização quanto ao tipo e à freqüência de uso das categorias de estratégias metacognitivas, o que parece indicar sua transferência em nível inconsciente ou, então, a existência de procedimentos leitores comuns empregados por falantes de línguas e formações acadêmicas diferentes, e, talvez, a existência de padrões cognitivos para a realização dessa atividade.Edunisc2009-07-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/120210.17058/signo.v34i57.1202Signo; v. 34 n. 57 (2009): IV Colóquio Nacional Leitura e Cognição; 134-1521982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/1202/924Bencke, Diane BlankGabriel, Rosângelainfo:eu-repo/semantics/openAccess2018-07-26T18:06:52Zoai:ojs.online.unisc.br:article/1202Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-07-26T18:06:52Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false
dc.title.none.fl_str_mv Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective
Metacognição, transferência linguística e compreensão leitora: uma perspectiva teórico-empírica
title Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective
spellingShingle Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective
Bencke, Diane Blank
title_short Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective
title_full Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective
title_fullStr Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective
title_full_unstemmed Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective
title_sort Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective
author Bencke, Diane Blank
author_facet Bencke, Diane Blank
Gabriel, Rosângela
author_role author
author2 Gabriel, Rosângela
author2_role author
dc.contributor.author.fl_str_mv Bencke, Diane Blank
Gabriel, Rosângela
description This paper aims to approach the phenomena of metacognition, linguistic transfer and reading comprehension through a theoretical and empirical perspective, by investigating the transfer of metacognitive reading strategies between Brazilian Portuguese and English as a second language. It aims to verify types and frequency of metacognitive reading strategies use in L1 and L2 in Language and Literature and Bussiness university courses. For this, it was developed an empirical study with 16 university students of each course through reading comprehension tests in Portuguese and English carried out through a retrospective written protocol in a software specially developed for this this purpose. After that, the metacognitive reading strategies used were classified as well the other parts of the instruments. It was verified a considerable padronization in type and frequency of metacognitive reading strategies what seems to indicate the transfer in unconscious level or the existence of common reading procedures used by speakers of different languages and with different academic background, along with possible cognitive patterns on this activity.
publishDate 2009
dc.date.none.fl_str_mv 2009-07-03
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://online.unisc.br/seer/index.php/signo/article/view/1202
10.17058/signo.v34i57.1202
url https://online.unisc.br/seer/index.php/signo/article/view/1202
identifier_str_mv 10.17058/signo.v34i57.1202
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/1202/924
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 Edunisc
publisher.none.fl_str_mv Edunisc
dc.source.none.fl_str_mv Signo; v. 34 n. 57 (2009): IV Colóquio Nacional Leitura e Cognição; 134-152
1982-2014
reponame:Signo (Santa Cruz do Sul. Online)
instname:Universidade de Santa Cruz do Sul (UNISC)
instacron:UNISC
instname_str Universidade de Santa Cruz do Sul (UNISC)
instacron_str UNISC
institution UNISC
reponame_str Signo (Santa Cruz do Sul. Online)
collection Signo (Santa Cruz do Sul. Online)
repository.name.fl_str_mv Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)
repository.mail.fl_str_mv rgabriel@unisc.br||revistasigno.unisc@gmail.com
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