THE RELATIONSHIP BETWEEN EXPLICIT LEARNING AND CONSCIOUSNESS-RAISING TASKS WITHIN A COMMUNICATIVE LANGUAGE CONTEXT

Auteurs-es

  • Deise Caldart Roscioli IFRS - Câmpus Sertão UFSC
  • Lêda Maria Braga Tomitch UFSC

Mots-clés :

Reading, Inference Generation, Genre Expectation, Text Comprehension.

Résumé

This study investigated the influence of genre expectation on EFL Brazilian undergraduate students’ inference generation and reading comprehension. Eleven EFL readers from the last semester of the Letras Course at UFSC participated in this study. The effect of genre expectation was investigated by means of the assessment of students’ inference making and reading comprehension in relation to two texts, namely a literary story and a news story. The instruments used for data collection were the Pause Protocol (CAVALCANTI, 1989) in the version adapted by Tomitch (2003) and a set of reading comprehension questions. Participants’ reports from the Pause Protocol were transcribed and their utterances were categorized in accordance with Narvaez, van den Broek and Ruiz’ (1999) Inference Categorization Model. Furthermore, participants’ answers in the reading comprehension questions were analyzed and scored. Results obtained from this research have shown that participants’ inference generation was not significantly influenced by genre expectation. However, data from the Pause Protocol reports and reading comprehension questions provided evidence that text type did influence participants’ reading comprehension. Furthermore, data from participants with outstanding performance on the reading comprehension questions provide evidence that they were controlling their reading strategies considering the genre being read.

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Bibliographies de l'auteur-e

Deise Caldart Roscioli, IFRS - Câmpus Sertão UFSC

Possui graduação em Letras: Português Inglês e Respectivas Literaturas pela Universidade Regional Integrada do Alto Uruguai e das Missões - Campus de Erechim (2009). É Mestre em Letras/ Inglês e Literatura Correspondente pela Universidade Federal de Santa Catarina (2012) e atual doutoranda em Língua Inglesa e Linguística Aplicada no mesmo programa. Atua como professora de Português e Inglês  no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) - Câmpus Sertão.

Lêda Maria Braga Tomitch, UFSC

Possui mestrado em Letras (Inglês e Literatura Correspondente) (1988) e doutorado em Letras (Linguística Aplicada) (1995), ambos pela Universidade Federal de Santa Catarina. Realizou pós-doutoramento na área de psicologia cognitiva, no Center for Cognitive Brain Imaging, na Carnegie Mellon University, nos EUA. Atualmente é professor associado IV da Universidade Federal de Santa Catarina.

Références

CAVALCANTI, M. Interação leitor-texto: aspectos de interpretação pragmática. Campinas: Unicamp, 1989.

NARVAEZ, D.; VAN DEN BROEK, P.; RUIZ, A.B. The influence of reading purpose on inference generation and comprehension in reading. Journal Educational Psychology, Arlington, v.91(3), p.488-496, 1999.

TOMITCH, L. M. B. Reading: text organization perception and working memory capacity. Florianópolis, SC: PGI/UFSC, Série ARES, 2003.

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Publié-e

2014-07-25

Comment citer

Caldart Roscioli, D., & Braga Tomitch, L. M. (2014). THE RELATIONSHIP BETWEEN EXPLICIT LEARNING AND CONSCIOUSNESS-RAISING TASKS WITHIN A COMMUNICATIVE LANGUAGE CONTEXT. Revista Do GEL, 11(1), 73–109. Consulté à l’adresse https://revistas.gel.org.br/rg/article/view/216