Les stratégies de lecture en anglais de deux enseignants d'anglais en formation
DOI :
https://doi.org/10.17533/udea.ikala.9910Mots-clés :
stratégies, compréhension de lecture, métacognition, étudiants d'enseignement de l'anglais.Résumé
Cette étude présente les résultats d'une analyse de lecture réalisée par deux étudiants d'une université située au cœur du pays; actuellement ils sont inscrits dans un programme d'enseignement d'anglais. L'étude se centre sur leurs techniques à fin de se rapprocher du texte et d'en améliorer sa compréhension. L'information ci-dessus est l'aboutissement d'une lecture réalisée d'après une méthode de pensée à voix haute (think-aloud), et d'une analyse conséquente, effectuée selon un processus de comparaison permanente (Glasser & Strauss, 1999). Les résultats suggèrent que la lecture des participants se distingue par des écarts dans trois domaines: le nombre de stratégies évoquées, la fréquence d'utilisation et la qualité de son emploi par chaque lecteur. À partir des deux cas on discute les implications visant l'enseignement de la lecture et des futures recherches.
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