La activación de conocimientos previos (ACP): Una estrategia de comprensión lectora

El objetivo de este artículo es presentar un estudio sobre la activación de conocimientos previos como una de las estrategias que los docentes utilizan para trabajar la comprensión lectora con alumnos de segundo y tercero de Educación Primaria. Los datos que se analizan han sido recogidos mediante observaciones realizadas, durante dos cursos, en diversas aulas de la geografía española. Como resultado del análisis, se ofrece una panorámica de las maneras de activar conocimientos previos y cómo se distribuyen en función del tipo de texto y de la finalidad de la lectura.

Le “brigand lusitanien” reconsidéré. Analyse du problème de la terre chez Appien

L’étude du “brigandage lusitanien” a donné lieu à une importante activité de recherche depuis la fin du XIXe siècle. Pour autant, et malgré une inflexion progressive de l’historiographie moderne vers une approche plus nuancée de l’origine du phénomène, le problème de la terre reste encore aujourd’hui au centre des préoccupations de nombre d’historiens et archéologiques. À partir d’une discussion serrée des principaux passages de Tite-Live, Diodore et surtout Appien, relatifs à la relation que d’aucuns ont voulu établir entre manque et/ou pauvreté de la terre et développement du brigandage chez les Lusitaniens, il est proposé une critique de l’interprétation socio-économique.

Correlation between anxiety and academic self-concept in interpreter trainees

This paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees’ academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned briefly in interpreting literature. This study seeks to examine the relationship between the anxiety and academic self-concept constructs among interpreter trainees. An adapted version of the Foreign Language Anxiety Scale (Horwitz et al., 1986), the Academic Autoconcept Scale (Schmidt, Messoulam & Molina, 2008) and a background information questionnaire were used to collect data. Students’ t-Test analysis results indicated that female students reported experiencing significantly higher levels of anxiety than male students. No significant gender difference in self-concept levels was found. Correlation analysis results suggested, on the one hand, that younger would-be interpreters suffered from higher anxiety levels and students with higher marks tended to have lower anxiety levels; and, on the other hand, that younger students had lower self-concept levels and higher-ability students held higher self-concept levels. In addition, the results revealed that students with higher anxiety levels tended to have lower self-concept levels. Based on these findings, recommendations for interpreting pedagogy are discussed.