Instruções de estratégias de leitura hipertextual e língua inglesa: um estudo com aprendizes da educação tecnológica em ambiente virtual de aprendizagem
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2015-05-28
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Universidade Federal de Goiás
Resumo
This study examines the effects of cognitive and metacognitive reading
strategies on the reading skills of English language learners. We focused on strategies
that enable learners to develop self-monitoring activities for comprehending hypertext
in English. We were motivated to conduct this research because cognitive and
metacognitive strategies can significantly help readers become autonomous and able to
engage actively in the various events surrounding the act of reading. We chose
hypertext due to the fact that this text format allows readers to choose their own reading
paths. However, it requires strategic knowledge so that readers do not sink in the sea of
information.
For our theoretical framework, we used reading approaches to foreign language
teaching (CARREL, 1995; HUDSON, 2007; LEFFA, 1999; MOITA LOPES, 1996),
studies on online reading and the autonomous reader of hypertext (CHARTIER, 2002;
COSCARELLI, 2010; LÉVY, 2004; MARCUSCHI, 2005; SNYDER, 1998; XAVIER,
2002) and works based on the teaching of cognitive and metacognitive strategies for
hypertext reading (KONISHI, 2003; O'MALLEY; CHAMOT, 1993; SOLÉ, 1998).
This research consists of a case study with participant observation. Thus, the
researcher intervenes through instruction of hypertext reading strategies and, at the same
time, investigates the process in which 8 learners use those strategies. The participants
of this study were attending, at that time, technical high school classes in a federal
institute located in the southeast of Goiás, Brazil. We conducted our research from
September to December 2014.
In general, the results of our research indicate that the teaching of cognitive and
metacognitive strategies contributed to engage participants in self-monitoring activities
of reading, providing them with possibilities to get an effective understanding of
hypertexts in English. Our findings also revealed evidence that the participants showed
an autonomous attitude toward reading hypertext in English.
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TIRABOSCHI, F. F. Instruções de estratégias de leitura hipertextual e língua inglesa: um estudo com aprendizes da educação tecnológica em ambiente virtual de aprendizagem. 2015. 191 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2015.