Show simple item record

dc.contributor.advisorDavenport, Randi
dc.contributor.authorHernandez Diaz, Monica
dc.date.accessioned2019-09-23T11:58:27Z
dc.date.available2019-09-23T11:58:27Z
dc.date.issued2019-05-15
dc.description.abstractIn this paper we review some of the latest theoretical contributions that have been published around the use of literature and the reading process in the teaching of Spanish as a foreign or second language. Therefore, in the first part of the study we focus particularly on the research around motivation, specifically how to motivate the student to read literature. In the second part, we present the factors that interact in the reading process in the acquisition of a foreign language and the reading comprehension strategies that can be used throughout the learning process. The main objective of this study has been to present the resources available in both fields of research in order to enhance the motivation and confidence of the A2 level student when faced with reading a literary text in a foreign language class.en_US
dc.identifier.urihttps://hdl.handle.net/10037/16269
dc.language.isospaen_US
dc.publisherUiT Norges arktiske universiteten_US
dc.publisherUiT The Arctic University of Norwayen_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2019 The Author(s)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)en_US
dc.subject.courseIDSPA-3992
dc.subjectVDP::Humaniora: 000::Litteraturvitenskapelige fag: 040::Spansk litteratur: 048en_US
dc.subjectVDP::Humanities: 000::Literary disciplines: 040::Spanish literature: 048en_US
dc.titleLa literatura y el proceso lector en L2/LEen_US
dc.typeMaster thesisen_US
dc.typeMastergradsoppgaveen_US


File(s) in this item

Thumbnail
Thumbnail

This item appears in the following collection(s)

Show simple item record

Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)