La Perspectiva Discursiva y la Comprensión de Lectura en Lengua Extranjera
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Universidad Distrital Francisco José de Caldas
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Vanegas Torres, Norma Sofía (s. f.). La Perspectiva Discursiva y la Comprensión de Lectura en Lengua Extranjera. Universidad Distrital Francisco José de Caldas. https://hdl.handle.net/11349/17958
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La comprensión de lectura es un fenómeno bien conocido que ha sido investigado profundamente, sin embargo, este campo continúa abriendo nuevas rutas de profundización. Entender la comprensión como las formas en las cuales el lector articula su vida y sus acciones a los textos que lee, es una de las rutas a seguir. Este artículo revisa algunos estudios sobre lectura centrados en la perspectiva cognitiva y otros focalizados en una manera amplia de abordar el lenguaje desde Bajtin/Voloshinov (1992), y su influencia en la lectura como práctica histórico-ideológica, en la cual hay un encuentro de subjetividades con capacidad responsiva. Además, la discusión es enriquecida por algunos de los principios de Foucault que son invaluables para cambiar las maneras de ver la comprensión de lectura. Reconociendo que, primero, los lectores en lengua extranjera podrían ser foráneos socio-culturales, segundo que, los enfoques formales del lenguaje no son suficientes para los lectores en lengua extranjera, y tercero que, el giro de la perspectiva cognitiva a la de una conciencia por el lenguaje es conveniente para las practicas de lectura, el presente artículo presenta algunas reflexiones sobre estos aspectos mencionados y finalmente, sobre la mirada discursiva del lenguaje y sus consecuencias para la lectura en L1 y L2.
Reading comprehension is a well-known phenomenon that has been researched widely; however, further investigations continue opening new routes. Understanding comprehension as the ways in which the reading articulate their life and actions to the texts they encounter is one of the routes to follow. This article reviews some studies about reading focused on cognitive perspectives as well as others that are focused on a broad view of the language from Bajtin/Voloshinov’s ideas and its influence on reading as a historical and ideological practice where there is an encounter of subjectivities with a responsive capability. Besides, the discussion is enriched by some of Foucault’s (2005) principles which are valuable to change the ways of undurstanding comprehension. Acknowledging, first that readers in a foreign language might be socio-cultural foreigners, second that the formal approaches on language are not enough for readers in a foreign language and third, that the turn from the cognitive perspective to the language awareness is convenient for the reading practices, this article presents some reflections on each one of these issues and finally, deals with the discursive view of the language and its consequences for reading in L1 and L2.
Reading comprehension is a well-known phenomenon that has been researched widely; however, further investigations continue opening new routes. Understanding comprehension as the ways in which the reading articulate their life and actions to the texts they encounter is one of the routes to follow. This article reviews some studies about reading focused on cognitive perspectives as well as others that are focused on a broad view of the language from Bajtin/Voloshinov’s ideas and its influence on reading as a historical and ideological practice where there is an encounter of subjectivities with a responsive capability. Besides, the discussion is enriched by some of Foucault’s (2005) principles which are valuable to change the ways of undurstanding comprehension. Acknowledging, first that readers in a foreign language might be socio-cultural foreigners, second that the formal approaches on language are not enough for readers in a foreign language and third, that the turn from the cognitive perspective to the language awareness is convenient for the reading practices, this article presents some reflections on each one of these issues and finally, deals with the discursive view of the language and its consequences for reading in L1 and L2.