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ERIC Number: EJ1082790
Record Type: Journal
Publication Date: 2008-Dec
Pages: 4
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1916-4742
An Exploration of Schema Theory in Intensive Reading
Shen, Yanxia
English Language Teaching, v1 n2 p104-107 Dec 2008
Considering the difficulties in understanding the global meaning of texts, this paper intends to give some suggestions on how to help students reach a deeper understanding of texts in intensive reading classroom within the framework of schema theory. The purpose of this paper is expressed in three ways. The first is to give a brief overview of some of the literature that deals with schema theory as part of a reader centered psycholinguistic processing model for both native and non-native readers. The second goal is to show how familiarity with the subject matter in terms of schema theory affects L2 understanding about the text. The third one is to discuss the implications of schema theory in L2. The conclusion can be made that texts become easier to understand when the teacher enhances the students' prior knowledge. Background knowledge is a bridge connecting existing knowledge in mind with the new text.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A