TITLE

SCHEMA THEORY-BASED PRE-READING TASKS: A NEGLECTED ESSENTIAL IN THE ESL READING CLASS

AUTHOR(S)
Ajideh, Parviz
PUB. DATE
April 2003
SOURCE
Reading Matrix: An International Online Journal;2003, Vol. 3 Issue 1, Special Section p1
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Reading comprehension is one of the main purposes of ESL teaching/learning. In brief there are two main outlooks on reading. The first, a product oriented approach to reading, assumes meaning exists in the text itself, and it is text-based factors that determine meaning. In this view pre-reading activities rely mostly on clarifying the meaning of difficult words or complex structures. Whereas, for the second, processoriented approach to reading, meaning is obtained through a successful interaction between the reader and the text, and it is inside-the-head factors that play an important role in comprehension. Accordingly, background knowledge will be of primary importance for ESL readers, and schema-based pre- reading activities should be used for activating and constructing such background knowledge. In this study, as an ESL reading instructor I worked with a group of intermediate -level students for one academic term, with a special focus on schema-theory -based pre-reading activities. At the end of the term, in a retrospective study the students' impressions and thoughts of the strategies covered during the term were taken into consideration.
ACCESSION #
32572565

 

Related Articles

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics