Comprender el proceso lector en segundas lenguas: cognición y afectividad / Understanding the reading process in a second language: cognition and affect

Abstract

The complexity of the cognitive (attentional processes, working memory, processing speed), the affective (motivation, self-esteem, empathy) and the socio-cultural (social integration, literacy, awareness intercultural) mechanisms that are involved in the acquisition of foreign language reading, makes their study of particular interest. The central objective of this article is to present a review of the factors that affect the learning-to-read process in a foreign language. This article also includes the analysis of the seven studies included in Tejuelo, issue 28. The review of these studies with data from kindergarten to tertiary education offers pedagogical implications for the understanding of the cognitive and affective factors that show for improvement in foreign language reading.La complejidad de los mecanismos cognitivos (procesos atencionales, memoria de trabajo, velocidad de procesamiento), de los afectivos (motivación, autoestima, ansiedad) y de los socio-culturales (integración social, alfabetización, sensibilización intercultural) que intervienen en la adquisición de la lectura en lengua extranjera hace que su estudio sea de especial interés. El objetivo central de este artículo es presentar una revisión de los factores que inciden en el proceso de aprendizaje de la lectura en una lengua extranjera. Para ello se analizarán también los siete estudios sobre el proceso lector que conforman el número 28 de la revista Tejuelo. La revisión de estos estudios, con datos sobre el aprendizaje de la lectura en una segunda lengua desde educación infantil hasta la universidad, ofrece implicaciones pedagógicas para la comprensión de los factores cognitivos y afectivos que inciden en la mejora del aprendizaje de la lectura en lengua extranjera.   Abstract: The complexity of the cognitive (attentional processes, working memory, processing speed), the affective (motivation, self-esteem, empathy) and the socio-cultural (social integration, literacy, intercultural awareness) mechanisms that are involved in the acquisition of foreign language reading, makes their study of particular interest. The central objective of this article is to present a review of the factors that affect the learning-to-read process in a foreign language. This article also includes the analysis of the seven studies included in Tejuelo, issue 28. The review of these studies with data from kindergarten to tertiary education offers pedagogical implications for the understanding of the cognitive and affective factors that show for improvement in foreign language reading. Keywords: reading, learning, foreign language, cognition and affect.