The impact of a linguistic intervention on rhetorical inferential comprehension and metacognition in EFL academic reading: A quasi-experimental, mixed-methods study
The connections between metacognition and metalinguistic awareness are under- researched and poorly understood in the field of foreign language reading. This paper uses a linguistic intervention to investigate the connections between rhetorical inference making, linguistic awareness inspired in Syst...
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| Autores principales: | , , |
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| Lenguaje: | English |
| Publicado: |
Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
2015
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| Materias: | |
| Acceso en línea: | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342015000300003 |
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| Sumario: | The connections between metacognition and metalinguistic awareness are under- researched and poorly understood in the field of foreign language reading. This paper uses a linguistic intervention to investigate the connections between rhetorical inference making, linguistic awareness inspired in Systemic-Functional Linguistics (SFL), and forms of metacognition. An intervention inspired in SFL was designed and implemented using a quasi-experimental design. The target genres were the introduction of the empirical research article and the discussion article. The control group received traditional instruction focusing on background knowledge and vocabulary. Answers to a pre-/post-test were analyzed quantitatively; answers to a written, self-report questionnaire were analyzed qualitatively. The quantitative results show gains in inferential comprehension for both groups, but a greater effect size for the experimental group. The qualitative results show gains along several meta- comprehension dimensions for the experimental group. Students self-reports suggest that metalinguistic awareness promotes increased monitoring, raised standards of coherence, and willingness to engage in effortful processing. |
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