智利自闭症学习者的英语阅读元认知意识:一项探索性研究

Marco Cancino, Nedjelka Tomicic
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引用次数: 0

摘要

发展第二语言/外语理解能力对于自闭症谱系障碍(ASC)的学习者来说是一项具有挑战性的努力,因为他们的社会认知和语言认知可能在抽象推理、组织和复述事件、推断意图和识别文本中包含的情绪方面受损。因此,探讨这些学习者在外语阅读时如何体验元认知策略就变得很有意义。因此,本研究的目的是探讨智利小学ASC学习者如何感知他们的元认知意识,以及他们如何制定二语阅读策略。为此,我们通过元认知意识阅读策略量表和半结构化访谈,要求27名小学ASC学习者报告他们在二语阅读中的元认知感知。研究结果显示,参与者对元认知表现出中等水平的意识,其中解决问题的策略是最常见的。这些学习者所面临的困难与过分关注细节而不是大意、注意力不集中、在阅读时避免多任务处理以及不寻求帮助以确保理解有关。本文从阅读理解的认知方法和培养二语阅读元认知策略以提高自主性和自动性的教学需求两方面进行了讨论。
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English as a Foreign Language (EFL) Reading Metacognition Awareness in Chilean Learners with Autism Spectrum Condition: An Exploratory Study
Developing second/foreign language (L2) comprehension skills can represent a challenging endeavor for learners with autism spectrum condition (ASC) because their social and verbal cognition may be impaired in terms of abstract reasoning, organizing, and retelling events, inferring intentions, and identifying emotions contained in a text. Thus, it becomes relevant to explore how these learners experience metacognitive strategies when reading in a foreign language. Therefore, the purpose of this study is to explore how Chilean elementary Learners with ASC perceive their metacognitive awareness and how they strategize their L2 reading. To this end, 27 elementary Learners with ASC were asked to report on their perceptions of metacognition in L2 reading by means of a metacognitive awareness reading strategy inventory and semi-structured interviews. Findings revealed that participants displayed a medium level of awareness toward metacognition, with problem-solving strategies being the most frequently reported. The difficulties faced by these learners were related to an excessive focus on details rather than general ideas, concentration issues, avoidance of multitasking processes in reading, and not seeking help to ensure comprehension. Implications are discussed in terms of cognitive approaches to reading comprehension and the pedagogical need for nurturing a strategic approach to metacognition in L2 reading to increase autonomy and automaticity.
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