Instructions as a strategic way to enhance the L2 reading process

Autores

  • Joara Martin Bergsleithner UFSC

Resumo

Este artigo revisa alguns estudos sobre o ensino da leitura em aulas de inglês como LE, a fim de discutir se a instrução na leitura pode auxiliar no processo de aprendizagem e como ela deve ser ensinada. Será sugerido que a instrução e a interferência do professor podem conscientizar os aprendizes sobre o processo de leitura, bem como encorajá-los a usar estratégias de leitura, levando-os a obter uma melhor compreensão textual e a desenvolver as suas habilidades cognitivas neste processo de aprendizagem de leitura em uma língua estrangeira.

Referências

BERNHARDT, E.B. Reading development in a

second language: Theoretical empirical, &

classroom perspectives. Norwood, N.J.: Ablex

Publishing Corporation, 1991.

BROWN, H. D. Teaching by principle: an

Interactive Approach to Language Pedagody. New

jersey: Prentice Hall Regents, 1994.

CARRELL, P. L. Some causes of text-boundness and

schema interference. In: ESL reading. In Patricia L.

Carrell, Joanne Devine & David E. Eskey (Eds.),

Interactive approaches to second language

reading. New York, NY: Cambridge University

Press, 1988. p. 101-113.

CLAPHAM, C. The development of IELTS: A study

of the effect of background knowledge on reading

comprehension. UK: Cambridge University Press,

DAVIES, F. Introducing Reading. UK: Penguin

English, 1995.

DUFFY, G.G. Powerful models or powerful

teachers? An argument for teacher-asentrepreneur.

In: Steven A. Stahl & David A. Hayes

(Eds.), Instructional models in reading. New Jersey,

USA: Lawrence Erlbaum Associates,1997. p. 351-

EISTERHOLD, J.C. Reading-writing connections:

Toward a description for second language learners.

In: B. Kroll (Ed.), Second Language Writing. New

York: Cambridge University Press,1991. p. 211-

ESKEY, D. & GRABE, W. Interactive models for

second language reading: perspectives on

instruction. In: Patricia L. Carrell, Joanne Devine

& David E. Eskey (Eds), Interactive Approaches to

Second Language Reading. Cambridge:

Cambridge University Press, 1988. p. 223-238.

HARMER, J. The practice of English Language

Teaching. New York: Longman,1994.

McCORMICK, D. E. & DONATO, R. Teacher

Questions as Scaffolded Assistancee in ESL

Classroom. In: J. K. Hall & L. S. Verplaetse. Second

and Foreign language Learning Through

Classroom Interaction. New Jersey: lawrence

Erlbaum Associates Publishers, 2000.

MIKULECKY, B. S. & JEFFRIES, L. More reading

Power. USA. Addison-Wesley Publishing Company,

NUTTAL, C. Teaching Reading Skills in a Foreign

language. Oxford: Heinemann,1989.

PALINSCAR, A. S. The role of Dialogue in Providing

Scaffolded Instruction. In: Educational Psychologist,

Lawrence Erlbaum Associates, Inc., 1986. p. 73-

PEARSON, P. D., ROEHLER, L. R., DOLE, J. A. &

DUFFY, G. G. Developing expertise in Reading

Comprehension. In: S. J. Samuels and A. Fartrup

(Eds.), What reading research has to say about

reading instruction. Newark, Delaware:

International Reading Association, 1992. p. 145-

PRESSLEY, M. What should comprehension

instruction be the instruction of? In: M. L. Kamil, P.

B. Mosenthal, P.D. Pearson and R. Barr (Eds.),

Handbook of Reading Research, Vol. III. Mahwah,

New Jersey: Lawrence Erlbaum Associates, 2000.

p. 545-558.

ROSENSHIRE, B. & MEISTER, C. Cognitive strategy

instruction in reading. In: Steven A. Stahl & David

A. Hayes (Eds.), Instructional models in reading.

New Jersey, USA: Lawrence Erlbaum Associates,

p. 85-107.

RUMELLART, D. E. Toward an integrated model of

reading. In: Dominic S. (Ed.) Attention and

Performance. V.1. Hisdalle, NJ: Lawrence Erlbaum,

RUMELHART, D. E. Toward an interactive model of

reading. In: Robert B. Rudell, Marta Rapp Ruddell

& Harry Singer (Eds.), Theoretical Models and

Process of reading – 4

th edition. Newark,

Delaware: International reading Association, 1994.

SCHMIDT, R. Consciousness and foreign language

learning: a tutorial on the role of attention and

awareness in learning. In: R. Schmidt (Ed.),

Attention and awareness in foreign language

learning. Mãnoa: Second.

Language and Curriculum Center, University of

Hawai’i at Mãnoa, 1995. p. 1-63.

SMITH, F. Reading. Cambridge: Cambridge

University Press, 1978.

URQUART, S. & WEIR, C. Reading in a second

language: Process, product and practice. New

York: Longman, 1998.

TOMITCH, L. M. B. The teacher’s role in reading

instruction in EFL. Paper presented at the I

Congresso Internacional das Linguagens, at URI

– Erechim, in the round table “English Language

Teaching”, 2002.

TSUI, A .B. M. Classroom interaction. Penguin

English Applied Linguistics, 1995.

WEIR, C. Understanding and developing Language

Tests. Prentice Hall International. UK, 1993.

ZWAAN, R. A. & BROWN, C. M. The Influence of

Language proficiency and Comprehension Skill on

Situation-Model Construction. Discourse

processes, 21, 1996. p. 289-237.

Downloads

Publicado

15/02/2016

Como Citar

Bergsleithner, J. M. (2016). Instructions as a strategic way to enhance the L2 reading process. Revista ECOS, 3(2). Recuperado de https://periodicos.unemat.br/index.php/ecos/article/view/1034