Benito Juárez García High School; this school belongs to BUAP, the third best university in the country according to the ranking of the Best Global Universities 2022 by News and World Report magazine. Benito Juárez García is one of the largest high schools in BUAP, home to approximately 2,600 students.
Purpose of the study
Research Aims
Research questions
Chapter conclusion
Introduction
Reading
Reading on a Foreign Language
When students learn a second language, they begin to compare and find similarities and differences between the two and use it to their advantage. Reading in a foreign language allows students to get the ideas of these experts by encoding the message.
The Importance of reading in a Foreign Language
Difficulties on the reading process
They come with linguistic knowledge of their L1, albeit mostly tacit knowledge, and this knowledge can support the transfer of reading skills or become a source of interference¨ (Grabe & Stoller, 2002, p. 41). Considering the low reading performance in the first language, the difficulties presented by the students are usually; difficulties in establishing semantic continuity, interacting with the author's proposal of textual organization, identifying the most relevant ideas, those that give a global view of the text.
Exposition text
Analysis of exposition texts
For researchers, sciences are one of the most important and largest fields to tackle; guiding students through the application, reproduction and creation involves the use of different types of expository texts. Consequently, the knowledge of the structure of the expository text would allow the teachers to develop an effective plan to achieve their goals, including the one related to understanding and creating an independent learner. Parallel to this, ¨Knowledge of text genres and structures gives readers easier and more precise access to information as they construct their personal interpretations of the text¨.
Reading expository text would be easier and more effective if teachers and students were aware of the structures they follow. Benefits to students would include better understanding of the material, performance and production. A pre-reading discussion about the type of text structure and what the reader's expectations are for the organization of the material is very valuable for ESL readers¨.
Finally, the application of the semantic structure of exhibition texts was tested by the Reading for Learning project, developed by Florence Davies and Terry Greene.
Pedagogic Discourse
Knowledge of structure is clearly important in efficient and strategic processing of text¨ (Goldman & Rakestraw, 2000 cited in Grabe & Stoller, 2002, p. 44). A reader has several possible goals for reading, and each goal emphasizes a somewhat different combination of skills and strategies¨ (Grabe and Stoller, 2002, p. 9). Pedagogical discourse is a principle of appropriating other discourses and bringing them into special relations with each other for the purposes of their selective transmission and acquisition.
Pedagogical discourse is then a principle that removes (delocates) a discourse from its substantive practice and context and displaces that discourse according to its own principle of selective reordering and focusing (Bernstein, 1990 cited in Veel 1997, p. 169). Texts should reflect the goal and will suggest the kinds of activities that surround the reading (Silberstein, 1994, p. 102). Pedagogical discourse is a necessity for the explanatory text in the class, if students do not grasp all concepts, their learning process will not be successful or complete.
Reading for academic purposes requires identifying and remembering main and supporting ideas, recognizing and organizing information, and linking the text to the student's prior knowledge.
Reading techniques
Techniques Selection
Studies indicate that with a title or image to suggest the use of background knowledge, the recall of the passage and judgments of comprehensibility change for the better¨ (Snow, Griffin, & Burns, 2005, p. 23). Another area where it is essential to prepare students is to recognize the various tools used to create textual coherence and more specifically the use of reference and link – word¨ (Grellet, 1981, p. 15) In order to practice cohesion, Grellet (1981) suggests activities such as; recognize the function of conjunctions and find equivalents, complete texts with the missing link – words, transform a series of statements and assertions into a coherent text by joining sentences and adding conjunctions. Discussion also gives weaker students a chance to see for themselves some of the process of making sense of a text and will give all students a chance to learn from each other¨.
While the role play is usually based on what the text says, the debate can go far beyond it, using the text simply as a spark to set it (Nuttall, 1982, p. 138). A good way to ensure that the reader engages with the text is to give him a task that requires him to use what he has read. After reading this paragraph, students are expected to understand and infer the meaning of the word ¨Speak¨ to choose a correct synonym.
Its arc, 40 degrees in radius, is always aligned with the observer and the sun.
Material Selection
It is better to let the text suggest which exercises best suit it¨ (Grellet, 1981, p. 10).
Introduction
Setting
Subjects
Research Methodology
During this study, students had the reading sessions, that was in fact the application of the instruments, in their own classroom, at the same hour of their English session, with a teacher who had worked with them before the study, myself in this case. It is important to state the issue in detail, providing perspectives and factors involving the natural environment. The researcher in this study collected and collected data by examining students' works, behavior and interviewing participants.
In this way, multiple sources of data have been organized and presented by category to make them clear to the reader. The sequence developed in this study allows the reader to understand the different stages of the process.
Instruments
Questionnaire Design
This means that some of the questions below (see Appendix A) may disappear if necessary. The total number of statements was ten, these with five different options (Totalmente de acuerdo, de acuerdo, ni de acuerdo, ni en desacuerdo, en desacuerdo and Totalmente en desacuerdo) The design used a table and added ¨Emojis¨ to each option, this because . To answer this tool, the reading sessions ended ten minutes before the end of class, it was meant to give students enough time to answer consciously.
Interview Design
Estimado estudiante, con el objetivo de obtener datos que ayuden a analizar sus experiencias sobre las técnicas de lectura utilizadas en textos expositivos en lengua extranjera, solicito respetuosamente su valiosa cooperación para responder el siguiente cuestionario, el cual servirá en el desarrollo de la tesis " Técnicas. Durante la lectura, el uso de cognados (por ejemplo: . familia – familia, centro – centro, inmortal – inmortal) te ayudó a conocer el significado de algunas palabras. Durante la lectura, la estructura del texto (por ejemplo: introducción, desarrollo, conclusión) le ayudó a identificar la información que necesitaba.
La estructura del texto te ayudó a comprender el desarrollo de las ideas y del texto en general. Después de la lectura, los comentarios del profesor y compañeros te ayudaron a comprender el texto. Después de leer, discutir ideas te ayudó a terminar de comprender el texto y a formular tus propias ideas.
Después de leer, tu creación de organizadores gráficos (por ejemplo: mapas mentales, mapas conceptuales, tablas comparativas, etc.) te ayudó a comprender el texto.
Introduction
Purpose of study
Results
- Inference
- Cognates
- Text Structure
- Previous Knowledge
- Interest on the topic
- Emit Comments in Second Language
- Debate
- Graphic Organizers
- Establishing of objectives
The first technique mentioned in the questionnaire was ¨Inferiste el significado de algunas palabras por su lógica relación con las ideas…¨ The students' experience with reasoning showed that more than half of the students found this technique useful, 56% completely agreed , 40%. Another technique taken from the questionnaire was ¨El uso de cognados te aúdo a saber el significado de las palabras…¨ Students' experiences with their relatives showed that more than half of the students found this technique useful, 68% completely agreed , 28% agree and again only 4% disagree. The third technique, taken from the questionnaire, was ¨La estructura del texto te aúdido a comprender el desarrollo de ideas y el texto en general...¨ The students' experience with the text structure showed that more than half of the students found this technique useful, 52 % strongly agreed 28% agreed, 16% neither agreed nor disagreed and again only 4% disagreed.
The fourth technique was ¨Utilizaste tus conocimientos previos del tema…¨ Students' experience with expository text showed that students generally found this technique useful, 56% strongly agreed, 36% agreed, 8% neither agreed nor disagreed agree and 0% disagree with it. . The sixth technique was ¨Los Commentarios emítos por la maestra y compañeros, te ayudaron a terminar de comprender el texto...¨ Students' experience regarding making comments about reading; showed that most students found this technique useful, 52%. More than half of the students found this technique good, but students felt that participation in the class was not as free as in the case of comments.
The last technique shown in the questionnaire was ¨Los objetivos de la lectura son claros y te ayudaron a obtener o desarrollar las ideas necesarias…¨ Experiences of students according to the objectives set by the teacher; showed that more than half of the students found the technique useful, with 32% strongly agreeing, 48% agreeing, 16% neither agreeing nor disagreeing, and 4%.
Chapter conclusion
After a few sessions, I would look for the instructions and ask two or three students to repeat it, just to make sure the activity was clear. Monitoring activities is very useful for students and by setting goals correctly, students can use the techniques mentioned earlier to save time and effort.
Introduction
Findings
Findings on text structure; this study focuses on expository texts, in that sense the text structures have been carefully selected and elaborated. The content was mostly about science because the research wanted to gain access to technical vocabulary and academic content. The text structure is something that students say they have never stopped to look at.
Prior knowledge findings, this technique was useful as a warm-up to engage students in the topic; the researcher discovered a genuine interest among students to share their personal experiences or knowledge about science. Findings about interest in the topic; excitement in the classroom when teachers include or connect reading with something or someone that has a big impact on them is helpful for maintaining attention during the reading portion. First, it was necessary to create different models with short texts so that students identify the main concepts and summarize the main ideas and the relationship between them, gradually increasing the information exposed in the texts.
Conclusions about establishing goals, this was especially interesting for students, during exercises they realize their difficulties in maintaining and following guidelines, how they easily get confused once they are in the activity.
Limitations
For the further research
