{"id":1639,"date":"1994-01-01T00:00:00","date_gmt":"1994-01-01T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/1994\/01\/01\/las-estrategias-de-lectura-en-el-proceso-de-aprendizaje-de-una-lengua-extranjera-acercamiento-consciente-al-discurso-escrito\/"},"modified":"1994-01-01T00:00:00","modified_gmt":"1994-01-01T00:00:00","slug":"las-estrategias-de-lectura-en-el-proceso-de-aprendizaje-de-una-lengua-extranjera-acercamiento-consciente-al-discurso-escrito","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/linguistica\/las-estrategias-de-lectura-en-el-proceso-de-aprendizaje-de-una-lengua-extranjera-acercamiento-consciente-al-discurso-escrito\/","title":{"rendered":"Las estrategias de lectura en el proceso de aprendizaje de una lengua extranjera: acercamiento consciente al discurso escrito."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Alicia Pe\u00f1a Calvo <\/strong><\/h2>\n<p>El proceso lector en una lengua extranjera (lz) tiene unas exigencias cognitivas superiores a las que se requieren en la lectura en la lengua materna (li) que implican problemas distintos a los linguisticos y extralinguisticos. La atencion del lector no nativo suele dirigirse a los procesos de nivel inferior, reduciendose asi el uso que este hace de los procesos superiores.  una de las sugerencias para la mejora de la ense\u00f1anza de lectura en la lz esta ense\u00f1anza de estrategias y tecnicas adecuadas para enfrentarse a estructuras y vocabularios desconocidos.  en la primera parte se revisan los aspectos teoricos y los trabajos experimentos relativos a las estrategias de aprendizaje y la lectura en la lz. En la segunda parte se presenta la investigacion empirica llevada a cabo.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Las estrategias de lectura en el proceso de aprendizaje de una lengua extranjera: acercamiento consciente al discurso escrito.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Las estrategias de lectura en el proceso de aprendizaje de una lengua extranjera: acercamiento consciente al discurso escrito. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Alicia Pe\u00f1a Calvo <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Complutense de Madrid<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1994<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Margarita Correa Beningfield<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Ana Pinto Mu\u00f1oz <\/li>\n<li>Ana Martin Uriz (vocal)<\/li>\n<li>Leocadio Martin Mingorance (vocal)<\/li>\n<li>Rachel Whittaker Dovey (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Alicia Pe\u00f1a Calvo El proceso lector en una lengua extranjera (lz) tiene unas exigencias cognitivas superiores a [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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