Metacognitive awareness and reading comprehension in a pro-CLIL university setting

  • Silvia Inés Pereira Rojas Universidad Simón Bolívar
Keywords: metacognitive awareness, reading comprehension, content and language integrated learning (CLIL), foreign language teaching, bilingual degree, applied linguistics.

Abstract

This study explores the situation of a group of Business Administration students  in a pro-CLIL context at Complutense University of Madrid. Two independent but complementary studies were conducted. Study 1 is a questionnaire on students’ perception of their use of metacognitive strategies when reading financial accounting texts in English. Study 2 explores students’ performance when completing a multidisciplinary reading and writing task. The data collected  through a questionnaire was contrasted with the results students obtained in a tailor-made task. Results show that to a certain extent there is a link among both studies with respect to student`s perceived use of reading strategies and their  actual performance regarding metacognitive awareness. Although participants could perfectly deal with the assessment from both perspectives: language and content, some weakness could be observed when the students had to manage critical reading skills such as justifying, deducing and inferring. These partial results could represent a contribution to those university contexts where official bilingual degrees are being implemented.

|Abstract
= 1363 veces | PDF
= 1460 veces| HTML
= 1045 veces| TABLAS
= 0 veces| ÁPENDICES
= 0 veces| CONCIENCIA METACOGNITIVA Y ESTRATEGIAS DE LECTURA EN UN ENTORNO PRO-AICLE A NIVEL UNIVERSITARIO
= 0 veces|

Downloads

Download data is not yet available.

Author Biography

Silvia Inés Pereira Rojas, Universidad Simón Bolívar

Associate Professor, Languages Department.

 

References

Anderson, N. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/ foreign language. The Reading Matrix, 3(3), 1-33. Recuperado de: http://www.readingmatrix.com/articles/anderson/article.pdf

Bhatia, V. K. (2012). Critical reflections on genre analysis. Ibérica, 24, 17-28. Recuperado de: http://www.aelfe.org/documents/03_24_Bhatia.pdf

Boers, F. (2000). Enhancing metaphoric awareness in specialised reading. English for Specific Purposes, 19, 137-147.

Boers, F. y Lindstromberg, S. (2006). Cognitive linguistic applications in second or foreign language instructions: Rationale, proposals, and evaluation. En G. Kristiansen, M. Achard, R. Dirven, y F. J. Ruiz de Mendoza (Eds.), Cognitive Linguistics: Current Applications and Future Perspectives (pp. 305-355). Berlin: Mouton de Gruyter.

Brito, M. (2013). Transferencia de estrategias de comprensión de la lectura desde una lengua extranjera a la primera lengua (Trabajo de Maestría no publicado). Universidad Simón Bolívar, Caracas.

Buffett, M. y Clark, D. (2008). Warren Buffett and the Interpretation of Financial Statements: The Search for the Company with a Durable Competitive Advantage. New York: Scribner.

Carrell, P. y Grabe, W. (2002). Reading. En N. Schmitt (Eds.), An introduction to applied linguistics (pp. 233- 250). London: Oxford University Press.

Coyle, D. (2009). Promoting cultural diversity through intercultural understanding: A case study of CLIL teacher professional development at in-service and pre-service levels. En M. L. Carrió-Pastor (Ed.), Content and Language integrated Learning: Cultural Diversity (pp. 105-124). Bern: Peter Lang.

Coyle, D., Hood, P. y Marsh, D. (2010). CLIL Content and Language integrated Learning. Cambridge: CUP.

Dafouz, E. (2006). Solidarity strategies in CLIL university lectures: Teacher's use of pronouns and modal verbs. VIEWS, 15(3), 9-14.

Dafouz, E. (2009, Enero). El aprendizaje integrado de contenidos y lengua extranjera (AICLE): muchas preguntas y algunas respuestas. Apuntes de Lenguas Extranjeras, 16-27.

Dafouz, E. y Nuñez, B. (2009). CLIL in higher education: Devising a new learning landscape. En E. Dafouz y M. Guerrini (Eds.), CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp. 1-16). London: Richmond Publishing.

Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive- developmental inquiry. American Psychologist, 34 (10), 906-911.

Flavell, J. (1999). Cognitive development: Children's knowledge about the mind. Annual Review of Psychology, 50, 21-45.

Gass, S. y Mackey, A. (2007). Data Elicitation for Second and Foreign Language Research. New Jersey: Lawrence Erlbaum Associates.

Grabe, W. (2009). Reading in a Second Language. Moving from Theory to Practice. The Cambridge Applied Linguistics Series. Cambridge: Cambridge University Press.

Halbach, A. (2009). The primary school teacher and the challenges of bilingual education. En E. Dafouz y M. Guerrini (Eds.), CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp. 19-26). London: Richmond Publishing.

Hellekjaer, G. (2008). A case for improved reading instruction for academic english reading proficiency. Acta Didactica Norge, 2(1), 1-17.

Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon.

Hutchinson, T. y Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press.

Innocentini, V., Tuero, S., Forte, A. y Bruno, C. (2012). Impacto de la enseñanza explícita de estrategias compensatorias y del conocimiento previo de inglés en la comprensión lectora en estudiantes de Ingeniería Agronómica de la UNMDP (2012, Noviembre). En Facultades de Ingeniería y Ciencias Agropecuarias de la Universidad Nacional de Entre Ríos y Universidad Tecnológica Nacional, Facultad Regional Paraná, 5&° Jornadas Internacionales de Enseñanza de Inglés en las Carreras de Ingeniería. Aprender y enseñar en tiempos posparentéticos. Libro de resúmenes (p. 12.). Recuperado de: http://www.bioingenieria.edu.ar/referencia/eventos/ingleslibro/documentos/ME%20INNOCENTINI%20TUERO%20FORTE%20BRUNO.pdf

Koriat, A. (2002). Metacognition research: An interim report. En T. Perfect y B. Schwartz, B. (Eds.), Applied Metacognition (pp. 261-286). Cambridge: Cambridge University Press.

Krashen, S. (1985). The Input Hypothesis: Issues and Implications. New York: Longman.

Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181.

Kunh, D. y Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into practice, 43(4), 268-273.

Langacker, R. (2009). A dynamic view of usage and language acquisition. Cognitive Linguistics, 20(3), 627-640.

Llinares, A. y Dafouz, E. (2010). Content and language integrated programmes in Madrid region: Overview and research findings. En D. Lasagabaster y Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 95-114). Cambridge: Cambridge Scholars Publishing.

Maljers, A., Marsh, D. y Wolff, D. (2007). Windows on CLIL. Content and Language Integrated Learning in the European Spotlight. European Platform for Dutch Education and European Centre for Modern Languages.

Maljers, A., Marsh, D., Wolff, D., Genesee, F., Frigols- Martín, M., y Mehisto, P. (2010). Diverse Contexts-Converging Goals: CLIL in Europe. Frankfurt: Peter Lang.

Medina de Callarotti, M. E. (1993). Capacidad metalingüística.Caracas: Equinoccio.

Mokhtari, K. y Sheorey, R. (2002). Measuring ESL student's awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.

Nuñez, B. y Dafouz, E. (2007). Lecturing through the foreign language in a CLIL university context: Linguistic and pragmatic implications. VIEWS, 16(3), 36-42.

Ortiz, H. (2011). Estudio descriptivo, explicativo e interpretativo de las estrategias de monitoreo cognitivo usadas por estudiantes universitarios en la comprensión de textos académicos durante la lectura en inglés (Tesis de Maestría). Universidad del Valle, Santiago de Cali. Recuperado de: http://core.ac.uk/download/pdf/11863750.pdf

Parodi, G. (2011). La teoría de la comunicabilidad: notas para una concepción integral de la comprensión de textos escritos. Revista Signos, 44(76), 145-167. doi: 10.4067/S0718-09342011000200004

Pereira, S. (2013). Estrategias metacognitivas y comprensión de la lectura en inglés a nivel universitario. Lingua Americana, 32, 47-64.

Pereira, S. y Ramírez, J. (2008). Uso de estrategias metacognitivas de estudiantes de inglés en un curso pre-universitario. Revista de Pedagogía, 29(85),291-331.

Pérez Vidal, C. (2009). The integration of content and language in the classroom: A european approach to education (the second time around). En E. Dafouz y M.Guerrini (Eds.), CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp. 1-15). London: Richmond Publishing.

Ramírez, J. y Pereira, S. (2006). Adaptación de un instrumento para evaluar el conocimiento de estrategias metacognitivas de estudiantes universitarios venezolanos al leer textos académicos en inglés. Laurus, 12, 148-169.

Reilly, T y Medrano, P. (2009). MEC/British Council Bilingual Project. Twelve years of education and smooth transition into secondary. En E. Dafouz y M. Guerrini (Eds.), CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp. 59-70). London: Richmond Publishing.

Sánchez, D. (2010). Classroom interaction in university settings: The case of questions in three disciplines (Trabajo de fin de Máster en Filología). Universidad Complutense de Madrid, Madrid. Recuperado de: http://eprints.ucm.es/12793/

Schneider, W. y Lockl, K. (2002). The development of metacognitive knowledge in children and adolescents. En T. Perfect y B. Schwartz (Eds.), Applied Metacognition (pp. 224-257). Cambridge: Cambridge University Press.

Smit, U. y Dafouz, E. (2012). Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe. AILA Review, 25, 1-12.

University of Cambridge (2009). Content and Language Integrated Learning Glossary. University of Cambridge ESOL Examinations. Recuperado de: https://www.teachers.cambridgeesol.org/ts/digitalAssets/116715_CLIL_Glossary_17Aug09_FV.pdf

Vygotsky, L. (1978). Interaction between learning and development. En Mind and Society (pp. 79-91). Cambridge: Harvard University Press.

WriteWords (s. f.). Recuperado el 7 de julio de 2011, de: www.writewords.org.uk/word_count.asp

Xianming, X. (2007). A study of first-year college students' metacognitive awareness of reading strategies. Chiang Mai University Journal, 1(1), 93-107.

Zhang, L. y Wu, A. (2009). Chinese senior high school EFL students' metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), 37-59.

Published
2015-10-02
How to Cite
Pereira Rojas, S. I. (2015). Metacognitive awareness and reading comprehension in a pro-CLIL university setting. Íkala, 21(1), 81-97. https://doi.org/10.17533/udea.ikala.v21n01a06
Section
Case Studies