Re-envisioning reading comprehension for english language learners a critical point of view
Enlaces del Item
URI: http://hdl.handle.net/11059/4051Compartir
Metadatos
Mostrar el registro completo del ítemEstadísticas
Ver Estadísticas de usoEditor
Pereira : Universidad Tecnológica de PereiraIdentificador local
T428.24 R436;6310000106895 F2524Fecha
2013Palabras clave
Comprensión de lectura - Inglés
Inglés - Gramática
Inglés - Enseñanza
Aprendizaje escolar
Resumen
When teaching a second language, it is important to bear in mind that the four skills: speaking, writing, listening, and reading must be facilitated and developed with the same relevance. However, some learners might tell their teacher they can understand everything he says, but they are unable to produce; or that they can understand a simple text, but when they face comprehension questions that require a critical level of understanding, they do not perform as expected. It is well known that productive skills depend on receptive skills (listening and reading) due to these serve as models for written and oral production; even though one of the most common problems teachers face with students and one of the most complex processes during teaching is oral and written comprehension, we could say that learners are more exposed to listening than to reading practice.