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Carrell, Patricia L. – TESOL Quarterly, 1987
Investigation of the simultaneous effects of and interaction between both culture-specific content schemata and formal schemata on English as a second language reading comprehension revealed that familiar content and rhetorical form yielded good reading comprehension. Results for "mixed" conditions indicated that content schemata affected reading…
Descriptors: Catholics, Comparative Analysis, Content Area Reading, Context Clues
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Carrell, Patricia L. – TESOL Quarterly, 1984
Reports results of a study of the effects of rhetorical organization of different types of expository prose on intermediate English as a second language readers of different native languages. Certain English rhetorical patterns were easier to recall for nonnative readers in general but there were differences among the various native language…
Descriptors: Coherence, Cohesion (Written Composition), Discourse Analysis, English (Second Language)
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Carrell, Patricia L. – TESOL Quarterly, 1985
Reports a study designed to answer the question of whether English as a second language (ESL) reading can be facilitated by explicit teaching of text structure. Results indicate that training on the top-level rhetorical organization of expository texts significantly increased the amount of information that 25 intermediate-level ESL students could…
Descriptors: Discourse Analysis, English (Second Language), Expository Writing, Reader Text Relationship
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Carrell, Patricia L.; Eisterhold, Joan C. – TESOL Quarterly, 1983
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. Also discusses classroom implications of the schema-theoretic view and suggests techniques for bringing about reader-centered EFL/ESL…
Descriptors: Cultural Awareness, English (Second Language), Psycholinguistics, Reading Comprehension
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Carrell, Patricia L. – TESOL Quarterly, 1982
The concept of cohesion as a measure of a text's coherence is criticized in light of theoretical and empirical research on schema theory. Second-language teachers are cautioned not to expect cohesion theory to be the solution to ESL reading and writing coherence problems at the text level. (Author/MSE)
Descriptors: Coherence, Cohesion (Written Composition), Educational Theories, English (Second Language)
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Carrell, Patricia L.; And Others – TESOL Quarterly, 1989
Reports on a study of metacognitive strategy training for reading in English as a Second Language. The study indicated that such training was effective in enhancing second language reading, although the measured effectiveness of training was influenced by the way reading was measured and differences in students' learning styles. (62 references)…
Descriptors: Cognitive Mapping, College Students, English (Second Language), Learning Strategies