Las inferencias que se generan en la transposición entre inglés y español

Abstract

RESUMEN: Esta investigación presenta un estudio de caso realizado bajo un enfoque cualitativo, buscando comprender la relación entre las inferencias en la comprensión lectora en español, como lengua materna, y la comprensión de textos análogos en lengua extranjera, en este caso inglés, en las estudiantes de pregrado de la Universidad de Antioquia. Además, busca develar las clases de inferencia más usadas en la comprensión lectora en cada lengua. Los resultados evidenciaron que existe una relación estrecha entre los procesos de inferencia que las participantes llevaron a cabo en la comprensión de lectura en español y los procesos de inferencia en inglés, por lo que una buena comprensión lectora en español puede ser tomada como un punto de partida para la comprensión de los textos análogos que se presentan en inglés y el desarrollo inferencial en dicho idioma. En conclusión, se puede afirmar que la inferencia, como habilidad de pensamiento desarrollado desde la lengua materna, marca una ruta de trabajo que se replica en los procesos inferenciales en la comprensión de lectura en una lengua extranjera.

ABSTARCT: This research presents a case study conducted with a qualitative approach, trying to understand the relation between the inferences in reading comprehension in Spanish language, as mother tongue, and the comprehension of similar texts in foreign languages, specifically English, in undergraduate students of the University of Antioquia. Additionally, this article tries to reveal the inference types most used in reading comprehension for these languages. The results showed that there is a close relation between the inference processes performed by the students during the reading comprehension in Spanish and during the inference processes in English, therefore a good reading comprehension in Spanish can be considered as a starting point for understanding similar texts presented in English and for the inference development in this language. In conclusion, it can be stated that inference, as a thinking capability which is developed from the mother tongue, shows a work route which is retaken during the inference processes for reading comprehension in foreign languages.

ABSTARCT: This research presents a case study conducted with a qualitative approach, trying to understand the relation between the inferences in reading comprehension in Spanish language, as mother tongue, and the comprehension of similar texts in foreign languages, specifically English, in undergraduate students of the University of Antioquia. Additionally, this article tries to reveal the inference types most used in reading comprehension for these languages. The results showed that there is a close relation between the inference processes performed by the students during the reading comprehension in Spanish and during the inference processes in English, therefore a good reading comprehension in Spanish can be considered as a starting point for understanding similar texts presented in English and for the inference development in this language. In conclusion, it can be stated that inference, as a thinking capability which is developed from the mother tongue, shows a work route which is retaken during the inference processes for reading comprehension in foreign languages.