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dc.contributor.authorArrondo, Aitor
dc.date.accessioned2014-03-05T16:03:30Z
dc.date.available2014-03-05T16:03:30Z
dc.date.issued2002-08
dc.identifier.otherarrondo_aitor_200208_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/arrondo_aitor_200208_ma
dc.identifier.urihttp://hdl.handle.net/10724/29479
dc.description.abstractLiterature is a useful tool for teaching a foreign language. It is important to use correct reading strategies for a full understanding and comprehension of literary texts. In this study we have examined the possible correlation between the level of linguistic ability and the use of three different strategies to understand the meaning of unknown vocabulary in literary texts (use of context, use of dictionary, ignore unknown word). Unexpectedly, the group with higher linguistic ability used the dictionary the same number of times as the group with lower linguistic ability, and only used the context three times more. In the latter group the strategy of ignoring the unknown word was used more often than in the former group. On the other hand, advanced students used the strategies more effectively. We concluded that students need more training so as to take advantage of the benefits and resources of the various strategies.
dc.languageEstrategias de lectura : la cuestion del l
dc.publisheruga
dc.rightspublic
dc.subjectLiterature in L2
dc.subjectStrategies
dc.subjectUse of dictionary
dc.subjectContext
dc.subjectUnknown Vocabulary
dc.subjectLinguistic ability
dc.titleEstrategias de lectura : la cuestion del l
dc.typeThesis
dc.description.degreeMA
dc.description.departmentRomance Languages
dc.description.majorSpanish
dc.description.advisorHilderbrando Ruiz
dc.description.committeeHilderbrando Ruiz
dc.description.committeeSarah Blackwell
dc.description.committeeStacey Casado


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