Strategic Processing and Reading Comprehension: Contributions for the ESP Teaching

Authors

  • Fernanda Goulart Ritti Dias GETEL Grupo de Estudos do Texto e da Leitura – Universidade Federal de Alagoas, Maceió
  • Maria Inez Matoso Silveira Universidade Federal de Alagoas, Maceió

Keywords:

Reading comprehension. English language. Reading strategies. English for specific purposes.

Abstract

The objective of the study was to verify reading comprehension in English and strategic processing among 13 graduate students in health-related courses. Multiple-choice cloze test and reading protocols were used for data collection. The main results indicated that the greatest difficulties among low proficiency students are related to lexical-syntactic aspects of the text, together with insufficient and unproductive uses of cognitive and metacognitive reading strategies. The data obtained can contribute for the teaching of reading in English for specific purposes.

Author Biographies

Fernanda Goulart Ritti Dias, GETEL Grupo de Estudos do Texto e da Leitura – Universidade Federal de Alagoas, Maceió

Fernanda Goulart Ritti Dias holds a major degree in Languages (Portuguese/English) from the State University of Londrina (2005), a specialist degree in Translation (Portuguese/English) from UNIBERO (2006) and holds a Master’s Degree in Education from the Federal University of Alagoas (2013).

Maria Inez Matoso Silveira, Universidade Federal de Alagoas, Maceió

Maria Inez Matoso Silveira holds a major degree in Languages (Portuguese/English) from the Federal University of Alagoas (1974), Master’s Degree in Languages and Linguistics from the Federal University of Alagoas (1993) and a Ph.D degree in linguistics from the Federal University of Pernambuco (2002). She is currently an adjunct professor at the Federal University of Alagoas - Post-Graduation Program in Education, professor and researcher at the Education Center of The Federal University and at the Post-Graduation Program in Language and Linguistics.

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Issue

Vol. 35 No. 1 (2014)

Section

Papers

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