The aim of this paper is to describe, within the framework of foreign language teaching, the way in which inexperienced Spanish-speaking readers approach a text and develop reading competence. The corpus was constituted by the recorded verbalizations of the linguistic activity that took place during the reading activity of a text in French. In such corpus, different strategies to approach and interpret a text were observed: literal restitutions in L1 as a first approach to the text; repetitions of those restitutions with the purpose of finding a coherent relation between those restitutions, and reformulations of the repetitions, all of which point to the construction of coherence between the repeated idea and the context. The use of these strategies was also observed during readings in English. Similarly, verbal interactions between readers, which re-signify each of these reading strategies, are also analyzed.
Acuña, T. (2010). Reading in a foreign language: from cognition to peer cooperation as a means to sense construction. Lenguas Modernas, (36), Pág. 9–24. Retrieved from https://revfono.uchile.cl/index.php/LM/article/view/30677
