Schema Theory And L2 Reading Comprehension: Implications For Teaching

Al‐Issa, Ahmad

doi:10.19030/tlc.v3i7.1700

Cited by 43 publications

(39 citation statements)

References 14 publications

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“…Apart from Kintsch's model of text comprehension, schema theory also helps researchers gain more insights on how knowledge is organized, encoded and retrieved for later recall and comprehension (Al-Issa, 2006). The term schema, originally introduced by Bartlett (1932), refers to a mental structure that represents general knowledge derived from past experience.…”

Section: Schema Theorymentioning

confidence: 99%

Conceptual change with refutational maps

Liu

Nesbit

2018

International Journal of Science Education

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Section: Schema Theorymentioning

confidence: 99%

Conceptual change with refutational maps

Liu

Nesbit

2018

International Journal of Science Education

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“…Our reading habits may be shaped by our cultural orientation, despite idiosyncrasies (Al-Issa, 2006). If our schema is culturally specific and it is not part of the readers' background, his or her content schema might fail (Carrell & Eisterhold, 1983) when they encounter texts heavily embedded in cultural norms.…”

Section: Original Articlementioning

confidence: 99%

Schema activation through pre-reading activities: teaching proverbs in L2

Salbego

Osborne

2016

Braz. Engl. Lang. Teach. J.

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Although educators are aware that the use of pre-reading activities can prompt schemata and therefore enhance the reading process in a foreign language (e.g., Aebersold; Field, 2007;Johnson, 1982;Langer, 1981), planning an effective pre-reading activity may pose a challenge. In this article, we discuss how students' schemata on proverbs can be activated through pre-reading activities by promoting text structure awareness (e.g., Grabe; Stoller, 2011) and exploring cultural aspects embedded in proverbs in their first(s) language(s). This study proposes a pre-reading activity for the teaching of proverbs in a Portuguese as a foreign language class in a multilingual context, in which minimal interference from the teacher is required and dialogical interaction among students is promoted. The activity was applied in an intermediate class of Portuguese learners in an American university. The pre-reading activity was designed in order to help students establish a well-grounded basis before they encounter proverbs in Portuguese, from both formal and content perspectives. This study also analyzes the students' feedback, collected in an online survey. The analysis shows an overwhelmingly positive response to the pre-reading activity.Keywords: Schema theory; Pre-reading activities; Proverbs in L2; Portuguese as a foreign language.A ativação da schemata através de atividades de pré-leitura: ensinando provérbios em L2 ReSumo Embora os educadores estejam conscientes de que o uso de atividades de pré-leitura podem ativar a schemata dos alunos e, portanto, melhorar o processo de leitura numa língua estrangeira (por exemplo, Aebersold, Field, 2007, Johnson,1982Langer, 1981), o planejamento de uma atividade de pré-leitura eficaz pode representar um desafio. Neste artigo, discutimos como as schematas dos alunos sobre os provérbios podem ser ativadas através de atividades de pré-leitura, promovendo a sensibilização da estrutura textual (por exemplo, Grabe; Stoller, 2011) e explorando aspectos culturais incorporados em provérbios em sua(s) primeira(s) língua(s). Este estudo propõe uma atividade de pré-leitura para o ensino de provérbios em língua portuguesa como língua adicional num contexto multilingue, no qual é exigida uma interferência mínima do professor e se promove a interação dialógica entre os alunos. A atividade foi aplicada numa turma intermédia de alunos de português em uma universidade americana. A atividade de pré-leitura foi projetada para ajudar os alunos a estabelecer bases bem fundamentadas antes de encontrarem provérbios em português, tanto em perspectivas formais como de conteúdo. Este estudo também analisa o feedback dos alunos, coletados em uma pesquisa online. A análise mostra uma resposta esmagadoramente positiva à atividade de pré-leitura.Palavras-chave: Teoria da schemata; Atividades de pré-leitura; Provérbios em L2; Português como língua adiciona.

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“…Readers (both native and nonnative) will have poor reading comprehension if they lack the appropriate schemata to infer the meanings of the words on the page. 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.…”

Section: Journal Of Language Teaching and Research 525mentioning

confidence: 99%

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

Ashrafzadeh

Don

Meshkat

2015

JLTR

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Abstract-This study considers the effect of relevant background knowledge (schema) on reading comprehension in a group of Iranian medical students. The participants were selected using random sampling from two different groups: thirty students enrolled in an MA course in TEFL, and thirty medical students in years 4 to 7 of a seven year medical course. The selection requirement for all participants was an IELTS score of between 6 and 7. All participants were asked to respond to two texts. The first was an academic text with a tendency towards using sub-technical medical terms (e.g. asthma, air ventilation), and which was part of a sample text for an IELTS reading skill test. The second text contained highly technical or subject-specific medical terms from neurology as a specific area of medicine. Both texts were selected by a medical specialist who had also taught English for Medical Purposes (EMP) for several years in medical colleges in Iran. After reading each text, students were asked to answer questions based on the text. The results obtained from an analysis of the scores using SPSS indicated that background knowledge plays an important role in text reading comprehension for medical students in Iran (p< 0.05). The study also considered the three phases of reading (pre-reading, reading, and post-reading) and ways to build and activate background knowledge (schema) to achieve better reading comprehension.

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Schema Theory And L2 Reading Comprehension: Implications For Teaching

Cited by 43 publications

References 14 publications

Conceptual change with refutational maps

Conceptual change with refutational maps

Schema activation through pre-reading activities: teaching proverbs in L2

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

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