O efeito de tarefas intensivas de leitura autêntica no desempenho de leitura dos participantes do teste ielts acadêmico
DOI:
https://doi.org/10.20952/revtee.v13i32.13858Palavras-chave:
Leitura intensiva; Materiais autênticos; Teoria de esquema; Estratégias instrucionais de compreensão de leitura.Resumo
Este estudo teve como objetivo investigar o efeito do emprego de tarefas autênticas de leitura intensiva (RI) como materiais suplementares no desenvolvimento da compreensão de leitura dos participantes do teste IELTS acadêmico no âmbito da teoria de esquemas e três modelos instrucionais de estratégias de leitura sugeridos por Pearson e Duke (2009). Os participantes deste estudo consistem em 81 indivíduos, compreendendo 41 alunos do sexo masculino e 40 do sexo feminino, com nível pré-avançado de proficiência em inglês, com faixa etária de 25 a 37, entre os quais 42 foram classificados como o grupo experimental que recebeu tratamento de IR e o restante dos 39 , considerados como grupo controle, que não receberam tratamento por IR. O grupo experimental foi dividido em dois subgrupos, que receberam as mesmas tarefas autênticas de RI com diferentes métodos instrucionais para ensinar estratégias de leitura. Os resultados de uma análise ANCOVA ilustraram uma influência positiva significativa de tratamentos de RI autênticos no desenvolvimento das habilidades de compreensão de leitura dos participantes. No entanto, um teste t unidirecional independente revelou que os vários métodos instrucionais de Pearson e Duke (2009) não influenciaram significativamente o desenvolvimento final da proficiência em leitura dos participantes.
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