L2 Reading: Strategies and Gender Preferences in the Foreign Language Classroom

Silvia M. Peart

doi:10.4995/lyt.2017.7437

Autores/as

Silvia M. Peart United States Naval Academy

DOI:

https://doi.org/10.4995/lyt.2017.7437

Palabras clave:

enseñanza de la comprensión lectora en una L2, estrategias de lectura, preferencias de género, estrategias cognitivas y metacognitivas

Resumen

La comprensión lectora en una L2 y el desarrollo de estrategias que fomenten el progreso en la adquisición de la lengua extranjera de los estudiantes son fundamentales para los aprendices y los profesores. A partir de las recientes investigaciones sobre estrategias de lectura y género, este artículo analiza las tendencias existentes y emergentes sobre el uso de estrategias específicas de lectura en relación con las preferencias de género, y se proponen recomendaciones pedagógicas que abordan las necesidades de cada género manteniendo el salón de clase equilibrado y libre de sesgos de género.

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Biografía del autor/a

Silvia M. Peart, United States Naval Academy

Silvia Peart, Ph.D
Associate Professor
Languages and Cultures Department

Citas

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