Interacción entre demanda, proceso y competencia: un análisis cognitivo del constructo del test de comprensión lectora de ELE para sinohablantes

Abstract

In the present work, triangulation is adopted as a research method to observe the interactive relationships between the demands, cognitive processes and competence of reading comprehension test. Through exploratory factor analysis and think-aloud protocols analysis of a group of Chinese learners of Spanish, we discovered the convergence between quantitative and qualitative results, and, consequently, verified the assumption that cognitive processes can serve as an indicator of competence for the validation of the test construct, which offers as a contribution to the evaluators a potential cognitive methodology to validate the construct of the reading test.