Summarizing by Spanish Beginner Learners
Bibliographic Data
| ID | 9864225 |
|---|---|
| Authors | Yuly Asenciór (corresponding author) |
| Year | 2006 |
| Volume | 89 |
| Issue | 4 |
| Pages | 937 |
| Publication date | 2006-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/20063427 |
| OpenAlex | W1491114937 |
| Language | EN |
| Citations received | 2 |
This study investigated the effects of the rhetorical organization of texts as well as two other learner variables-perceived first-language literacy skills and Spanish academic achievement-on the quality of the summaries written by beginner Spanish learners. Thirty-one participants summarized two expository texts about the Hispanic family, one with a comparison/contrast structure and the other with a descriptive organization; they also provided some data about their summary experiences and a self-rating of their reading and writing ability in their first language (L1) in a questionnaire. Findings suggest that summary quality was not affected by the rhetorical organization of the texts or by the learners' perceived L1 literacy skills. Academic second-language achievement, however, seemed weakly related to how well they wrote their summaries
Linguistics · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification
| Citations per year | 0.13 |
|---|---|
| Citation span | 2011 - 2016 (6) |
| Highly cited | No |