Schema Theory and ESL Reading Pedagogy

Abstract

This article discusses the important role of background knowledge in a psycholinguistic model of EFL/ESL reading and demonstrates the relevance of schema-theoretic views of reading to the teaching of reading to EFL/ESL students. According to schema theory, reading comprehension is an interactive process between the text and the reader's prior background knowledge (Adams and Collins 1979, Rumelhart 1980). Reading comprehension involves one's knowledge of the world, which may be culturally based and culturally biased. Classroom implications of the schema-theoretic view of reading for EFL/ESL reading pedagogy are discussed, with techniques suggested for bringing about reader-centered EFL/ESL reading. Every act of comprehension involves one'sknowledge Of the world as well. (Anderson, Reynolds, Schallert, and Goetz 1977:369)

Asian Social Science, Vol. 5, No. 5, May, 2009

“…Content schema or cultural orientation in terms of background knowledge is also a factor that influences L2/FL reading and has been discussed by Barnett (1989), Eisterhold (1983), andJohnson (1982). Most methodologies investigating the role of schemata or background/prior knowledge were variations on Carrell's (1987) paradigm.…”

“…Researchers have identified several types of schemata. Content schema, which refers to a reader's background or world knowledge, provides readers with a foundation, a basis for comparison (Carrell & Eisterhold 1983;Carrell, Pharis & Liberto 1989). Formal schema, often known as textual schema, refers to the organizational forms and rhetorical structures of written texts.…”

The Effect of Familiarity with Content Knowledge on Iranian Medical Students’ Performance in Reading Comprehension Texts: A Comparative Study of Medical and TEFL Students

“…Nguyen (2012) suggests that schemata can be seen as abstract bodies of 'pre-owned' information which have an essential role in the reading process. Other studies which demonstrate the impact of prior cultural or content knowledge on reading comprehension include Brantmeier, 2005;Carrell, 1983;Hammadou, 1990Hammadou, , 2000andJohnson, 1982. Carrell (1984b) investigated the influence of descriptive passages (English expository text) on non-native readers, and found a significant difference between the recall of strongly organized structures and a collection of English expository texts a finding later confirmed by Tian (1990).…”

“…Similarly, Al-Issa (2006) suggests that readers use their schemata to build up a meaningful image of the text. Drawing on earlier work including that of Anderson and Pearson (1984), Carrell et al (1988), and Hudson (2007), AlIssa (2006) defines a schema as a collection of default ideas, principles and judgments about events and locations. The collection contains different folders which store specific information about a topic, and play a major role in guiding the reader to the meaning of the text.…”

“…Brown (2001) defines content schemata as those schemata which contain information about people, culture, the world, and the universe, while formal schemata include knowledge about discourse structure. In other words, content schemata involve general knowledge of life, including culture, history, and society (Carrell & Eisterhold, 1983;Fisher & Frey, 2009), while formal schemata involve language knowledge, including syntax, semantics, and phonology. Most research has concentrated on content schemata, but in the special case of reading comprehension, due attention also needs to be paid to formal schemata.…”