Exploring Content Schemata Influence on L2 Reading: "The Hunted Fox" and "Twelve and Not Stupid"

Autor/inn/en	Radzi, Amizura Hanadi Mohd; Aziz, Noor Hashima Abd
Titel	Exploring Content Schemata Influence on L2 Reading: "The Hunted Fox" and "Twelve and Not Stupid"
Quelle	In: Advances in Language and Literary Studies, 5 (2014) 5, S.169-180 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Schemata (Cognition); Reading Processes; Second Language Learning; Reading Comprehension; Prior Learning; Qualitative Research; Case Studies; Interviews; Student Attitudes; Foreign Countries; College Students; English (Second Language); Second Language Instruction; Diaries; Malaysia + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Leseprozess; Zweitsprachenerwerb; Leseverstehen; Vorkenntnisse; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schülerverhalten; Ausland; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Diary; Tagebuch
Abstract	This paper will discuss the aspects of content schemata in second language reading among diploma level students who were taking a reading course in Universiti Teknologi MARA Perlis. In this qualitative case study, the researcher had selected two short stories that are categorized as content-familiar texts, i.e. "The Hunted Fox" and "Twelve and Not Stupid". Six participants were asked to write a 150-word entry response on the short story and a grading criteria was used to assess the participants' level of comprehension. An in-depth interview was also conducted on each participant. The entry responses and the interview patterns were analyzed to determine whether content schemata had contributed to the learners' understanding of the text. This study discovered that content schemata had contributed to the learners' understanding of the text because the learners' comprehension was facilitated by their background knowledge on the content-familiar texts. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01