出版社：Servicio de Publicaciones de la Universidad Complutense
摘要：The purpose of this research is to explore the extent to which the Redundancy Effect (RE) affects the L2 reading comprehension skills of a group of 24 young learners –whose L1 is Spanish- taking a low-intermediate course in English at a private school in Mar del Plata, Argentina. This group was divided into two sub-groups: A & B. Sub-group A was exposed to a single mode of instruction (reading alone). Sub-group B was exposed to a multiple presentation mode (reading + listening). Data were gathered using a text that was carefully chosen to meet the students’ age and English language proficiency level. After completing the reading task, both sub-groups filled out a questionnaire, and five students from each group were interviewed. Using a mixed research design, qualitative and quantitative information, coming from different instruments of data collection was cross-checked. Data triangulation was used to strengthen final results. Findings showed that sub-group A (reading alone) outperformed the other sub-group (reading + listening). Based on these results, some suggestions for the development of L2 reading comprehension skills were made, and some pedagogical implications were addressed.
其他摘要：The purpose of this research is to explore the extent to which the Redundancy Effect (RE) affects the L2 reading comprehension skills of a group of 24 young learners –whose L1 is Spanish- taking a low-intermediate course in English at a private school in Mar del Plata, Argentina. This group was divided into two sub-groups: A & B. Sub-group A was exposed to a single mode of instruction (reading alone). Sub-group B was exposed to a multiple presentation mode (reading + listening). Data were gathered using a text that was carefully chosen to meet the students’ age and English language proficiency level. After completing the reading task, both sub-groups filled out a questionnaire, and five students from each group were interviewed. Using a mixed research design, qualitative and quantitative information, coming from different instruments of data collection was cross-checked. Data triangulation was used to strengthen final results. Findings showed that sub-group A (reading alone) outperformed the other sub-group (reading + listening). Based on these results, some suggestions for the development of L2 reading comprehension skills were made, and some pedagogical implications were addressed.
关键词：Lectura comprensiva;carga cognitiva;diseño de instrucción.;Compréhension à la lecture;la charge cognitive;la conception pédagogique.
