| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586275 |
| ISSN: | 2683-2321 |
| Autores: | Perales Escudero, Moisés Damián1 Hernández González, Deysi Guadalupe2 Sandoval Cruz, Rosa Isela1 |
| Instituciones: | 1Universidad de Quintana Roo, 2Universidad Juárez Autónoma de Tabasco, |
| Año: | 2022 |
| Volumen: | 4 |
| Número: | 7 |
| Paginación: | 26-36 |
| País: | México |
| Idioma: | Español |
| Low reading comprehension achievement has been a problematic area in Mexico for a long time. For this reason, it is necessary to conduct research that yields data to orient strategic decision-making to address this issue. One important area of research in this regard focuses on future language teachers, who will be teachers of reading. Against this backdrop, this study explores the implicit theories of reading of a group of first-term students enrolled in a BA in Modern Languages at a public university in the Mexican Southeast. We examine possible connections among their implicit theories and a set of demographic variables such as gender, reading frequency, self-perceived socioeconomic status and two variables related to the latter: kind of high school and location of high school. Our alternative hypothesis is that implicit theories vary along these dimensions. 222 students participated in the study, 148 males and 74 females. Data collection was conducted using the questionnaire "Scale of Implicit Theories of Reading Comprehension" (ETICOLEC as per its Spanish acronym). Using non-parametric tests, we found associations among the Rhetorical, Critical, and Interpretive theories and the variables under investigation in a way that reproduces social inequalities. Therefore, interventions are needed to transform these conditions. | |
| Resumen en inglés | Low reading comprehension achievement has been a problematic area in Mexico for a long time. For this reason, it is necessary to conduct research that yields data to orient strategic decision-making to address this issue. One important area of research in this regard focuses on future language teachers, who will be teachers of reading. Against this backdrop, this study explores the implicit theories of reading of a group of first-term students enrolled in a BA in Modern Languages at a public university in the Mexican Southeast. We examine possible connections among their implicit theories and a set of demographic variables such as gender, reading frequency, self-perceived socioeconomic status and two variables related to the latter: kind of high school and location of high school. Our alternative hypothesis is that implicit theories vary along these dimensions. 222 students participated in the study, 148 males and 74 females. Data collection was conducted using the questionnaire "Scale of Implicit Theories of Reading Comprehension" (ETICOLEC as per its Spanish acronym). Using non-parametric tests, we found associations among the Rhetorical, Critical, and Interpretive theories and the variables under investigation in a way that reproduces social inequalities. Therefore, interventions are needed to transform these conditions. |
| Resumen en español | Los bajos niveles de logro en comprensión lectora en México constituyen una problemática añeja. Por ello, es necesario el desarrollo de investigaciones cuyos datos orienten las estrategias a emprender para atenderla. Un área de investigación relevante en tal sentido se enfoca en los profesores de lenguas en formación, quienes enseñarán la comprensión lectora. En este contexto es donde surge el presente estudio, el cual buscar explorar las teorías implícitas lectoras que tienen un grupo de estudiantes de nuevo ingreso de un programa de licenciatura en lenguas en una universidad estatal en el sureste mexicano. Se investigan posibles relaciones entre las teorías implícitas de los estudiantes con un conjunto de variables demográficas como el género, frecuencia lectora, condición socioeconómica autopercibida y dos variables relacionadas con la misma: tipo de escuela preparatoria y ubicación de esta. La hipótesis alternativa es que las teorías implícitas varían en función de esas variables. El estudio se llevó a cabo con 222 participantes, 148 mujeres y 74 varones. Para la recolección de datos se utilizó el cuestionario de Likert "Escala de Teorías Implícitas de la Comprensión Lectora", ETICOLEC. Mediante pruebas no paramétricas, se encontró que las TIs Retórica, Crítica e Interpretativa muestran asociaciones con las variables estudiadas de manera tal que reproduce las desigualdades sociales, por lo que se hace necesario intervenir para modificar tales condiciones. |
| Palabras clave: | teorías implícitas, comprensión lectora, profesores de lenguas, género, condición socioeconómica |
| Keyword: | Implicit theories, reading comprehension, language teachers, gender, socioeconomic status |
| Texto completo: | Texto completo (Ver PDF) |
