La comprensione della lettura come fenomeno complesso. Un approccio basato su valutazione, inferenze e lingua straniera
DOI:
https://doi.org/10.6092/issn.1970-2221/9401Parole chiave:
Modelli Lineari Generalizzati Misti, educazione, logica, linguistica, Prove a scelta multiplaAbstract
Come insegnanti di una lingua straniera, abbiamo osservato che la comprensione della lettura è un fenomeno complesso da studiare. In questo contributo, ci avviciniamo alla comprensione della lettura dal punto di vista di diverse discipline: educazione (valutazione), logica (inferenze), e linguistica (lingua straniera), dentro un ambito sperimentale. Il nostro scopo è analizzare e comparare se le caratteristiche di una prova (lunghezza, complessità ed inferenza) e dei test-takers (strategie per la risoluzione delle prove, consapevolezza metacognitiva delle strategie di lettura, ed aree disciplinari) hanno un effetto sulla performance in lingua materna (spagnolo) e in lingua straniera (italiano). Abbiamo realizzato uno studio quantitativo, trasversale, su un campione di 35 studenti di un centro di lingue straniere; abbiamo usato modelli lineari generalizzati misti per analizzare i dati. Abbiamo trovato che le caratteristiche della prova hanno un effetto in entrambi le lingue, mentre le caratteristiche dei test-takers hanno un effetto soltanto in lingua straniera.
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