Difficulties faced by 11th-grade students in the production of summaries: Redefinitions for teaching practices in the classroom
Abstract A summary genre is an important tool in the retextualization process. Students are protagonists when building knowledge and learning the function of texts that favor the development of metacognitive processes to ensure autonomous and permanent learning. The objective of this work is based o...
| Main Author: | |
|---|---|
| Format: | article |
| Language: | eng |
| Published: |
2021
|
| Subjects: | |
| Online Access: | http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-13722021000200138 |
| Country: | Portugal |
| Oai: | oai:scielo:S2182-13722021000200138 |
| Summary: | Abstract A summary genre is an important tool in the retextualization process. Students are protagonists when building knowledge and learning the function of texts that favor the development of metacognitive processes to ensure autonomous and permanent learning. The objective of this work is based on research that uses the interpretative procedures of the teaching-learning process. The text methodology involved 17 eleventh-grade students from a public school in north Portugal and their use of textual and discursive strategies. The research observed their relationship with language learning within a perspective of the autonomy of the summary genre. The analysis highlighted difficulties in judgment regarding essential and secondary ideas of students’ use of the source text. Sixty-two percent of the students presented an unsatisfactory level of the appropriation of the source text, whereas 32% had a satisfactory level of reading comprehension. This study contributes to the state of languages and improved classroom teaching practices. |
|---|