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Author: Chin-Yi Chen
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 322
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Book Description
"The purpose of this thesis is to examine the effect that background knowledge has on memory and comprehension of reading passages. In addition, reading comprehension occurs when readers activate existing knowledge so that new ideas can be incorporated in their cognitive structure. The thesis is divided into four main parts. The first part introduces the educational system in Taiwan and Taiwanese students' problems in reading English. The second part is a review of literature concerning schema functions and types. Also, in the schema-theoretic views of reading, the process of comprehension, script and memory are interpreted. Coady's and Goodman's psycholinguistic views of reading are introduced. The third part offers classroom applications, materials, and discussion concerning the importance of activating students' schemata or (prior knowledge) and suggests some schema-inducing methods and strategies to improve reading comprehension. Finally, a curriculum proposed for the teaching of Russell Freedman's biography, Eleanor Roosevelt: A Life of Discovery (1993) is appended. The daily lesson plans suggest ways to activate students' background knowledge to achieve reading comprehension competence"--Document.
Author: Chin-Yi Chen
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 322
Get Book Here
Book Description
"The purpose of this thesis is to examine the effect that background knowledge has on memory and comprehension of reading passages. In addition, reading comprehension occurs when readers activate existing knowledge so that new ideas can be incorporated in their cognitive structure. The thesis is divided into four main parts. The first part introduces the educational system in Taiwan and Taiwanese students' problems in reading English. The second part is a review of literature concerning schema functions and types. Also, in the schema-theoretic views of reading, the process of comprehension, script and memory are interpreted. Coady's and Goodman's psycholinguistic views of reading are introduced. The third part offers classroom applications, materials, and discussion concerning the importance of activating students' schemata or (prior knowledge) and suggests some schema-inducing methods and strategies to improve reading comprehension. Finally, a curriculum proposed for the teaching of Russell Freedman's biography, Eleanor Roosevelt: A Life of Discovery (1993) is appended. The daily lesson plans suggest ways to activate students' background knowledge to achieve reading comprehension competence"--Document.
Author: Uyen Nguyen My Dang
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 336
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Book Description
My research aims at exploring the contribution of various types of schemata to leaners' text comprehension and text production, especially ESL (English as a Second Language) writing, to better understand how ESL learners, especially Vietnamese graduate students, use diverse resources in schema activation to facilitate their processes of learning to write in the academic setting. To better understand these processes, the researcher synthesized previous studies together with conducting interviews with four Vietnamese graduate students and analyzing their writing samples to investigate the relationships among types of schemata: formal, content, and rhetorical schemata, which can be significant in ESL writing and composition pedagogy. Formal schemata refer to learners' awareness and competence in technically linguistic expressions; content schemata refer to learners' knowledge of reading and writing topics; and rhetorical schemata refer learners' awareness of the contextual situations in which texts are created. The analyses in this research have found a substantial contribution of the three types of schemata to the reading and writing processes. The analyses in my research can possibly provide a better understanding of schemata to facilitate ESL learners' reading and writing competence.
Author: H. G. Widdowson
Publisher: Oxford University Press
ISBN: 9780194371285
Category : Foreign Language Study
Languages : en
Pages : 234
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Book Description
This volume critically reviews the most prominent issues in language teaching today and relates them to general perspectives on the nature of language and of language teaching and learning.
Author: A.H. Urquhart
Publisher: Routledge
ISBN: 1317885678
Category : Language Arts & Disciplines
Languages : en
Pages : 302
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Book Description
Reading in a Second Language sets the testing and teaching of reading against a theoretical background, discussing research from both applied linguistics and cognitive psychology. Where possible, it focuses on research into second language readers and distinguishes different kinds of reading, particularly expeditious as opposed to careful reading, and emphasizes the validity of each.Sandy Urquhart and Cyril Weir relate testing and teaching, discussing similarities and differences, providing a comprehensive survey of both methods with the emphasis on those which have been substantiated or supported by research evidence. Finally, the book proposes specific research topics, and detailed advice on how to construct tests of language for academic purposes and suggestions for further research.
Author: Ann M. Navarro
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
Background: Many classrooms today have ESL students who do not speak English and are completely lost. How can teachers help these students comprehend what they are learning in English? Purpose: The purpose of this research is to identify effective reading strategies to build schema for English language learners (ELLs) to help them comprehend. Research Design: Descriptive. Findings: When working with ELLs, teachers must be cautious with the assumptions about what they already know about the topic being discussed. According to Echevarria and Short (2004/2005), when ELLs are struggling with class work, teachers should take under consideration that the problem may be linked to background knowledge and does not necessarily mean it is due to intellectual ability. To help students learn new information, it is important to find out what they already know. This requires specific preparation in working with ELLs in order to determine what their prior education experiences were. A way to assess a student's background knowledge is to brainstorm and cluster in small groups on a topic that will be taught. Teachers cannot assume that a student has the same background experiences as their peers because they live in the United States and are the same age (Rea & Mercuri, 2006). Given the importance of building background knowledge and helping ELLs create schema, various strategies can be implemented including: Pre-reading, Communicative Pre-Reading, Vocabulary Instruction, Visual Cues, Questioning Methods, Comprehension Instruction, and Appreciating Their Culture. Conclusion: In conclusion, the research presented reveals meaningful strategies that will help ESL students build and activate background knowledge. This in turn will help them develop a schema when reading or listening to a message and be able to say, "Aha, that reminds me of" and make connections to the text. With enough practice, modeling, and exposure, teachers can implement some of these strategies in their classrooms to accommodate ESL students that may be present. Building background knowledge is critical for ELLs because they do not bring the same experiences that others may have due to their culture and/or past experiences. Teachers must be conscientious of these factors and keep them in mind when planning instruction. Most importantly, teachers must take time to listen to their students discuss different topics and texts by asking probing questions that promote elaborate responses and provide experiences to make this possible. By helping ESL students feel that their culture is valued through literature, they will become comfortable in discussing prior experiences; this helps teachers become familiar with their students' prior knowledge and cultural backgrounds. The more teachers know about their students' culture and background knowledge, the easier it will be to identify what strategies they need to build schema and help them become independent readers. Citation: American Federation of Teachers. (2002). Teaching English-Language Learners: What Does the Research Say? Educational Issues Policy Brief, 14, 1-8. Carrell, P. L. (1989a). SLA and classroom instruction: Reading. Annual Review of Applied Linguistics 1988, 9, 233-242. Echevarria, J., & Short, D. (2004/2005). Teacher Skills to Support English Language Learners. Educational Leadership, 62(4), 8-13. Fitzgerald, J., & Graves, M. F. (2004/2005). Reading Supports for All. Educational Leadership, 62(4), 68-71. Freeman, D. E., & Freeman, Y. (2000). Teaching reading in multilingual classrooms. Portsmouth NH: Heinemann. Grabe, W. (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, 25(3), 375-406. Kant, Immanuel. (1963). Critique of pure reason. (1st ed. 1781, 2nd ed. 1787, N. Kemp Smith, Trans.). London: MacMillan Publishing Co. Leos, K. (2004). No child left behind Paper presented at the annual conference of the National Association for Bilingual Education, Albuquerque, New Mexico. Mercuri, S. P. & Rea, D. M. (2006). Research-Based Strategies for English Language Learners. Portsmouth, NH: Heinemann. Pearson-Casanave, C. R. (1984). Communicative Pre-Reading Activities: Schema Theory in Action. TESOL Quarterly, 18(2), 334-336. Peregoy, S. F., & Boyle, O. F. (2000). English Learners Reading English: What We Know, What We Need to Know. Theory into Practice, 39(4), 237-247.
Author: Allan Wigfield
Publisher: Routledge
ISBN: 1135620644
Category : Education
Languages : en
Pages : 343
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Book Description
This text discusses motivating reading comprehension covering subjects such as classroom contexts for engaged reading, scaffolding for motivation and engagement in reading, the cognitive strategies of reading comprehension and science inquiry in the CORI framework.
Author: Myriam Caballero Quiñones
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 118
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Book Description
Author: Classroom Complete Press
Publisher: Classroom Complete Press
ISBN: 1771673834
Category : Education
Languages : en
Pages : 61
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Book Description
58 color reproducible graphic organizers to help your students comprehend any book or piece of literature in a visual way. Our graphic organizers enable readers to see how ideas fit together, and can be used to identify the strengths and weaknesses of your students' thought processes. Our graphic organizers are essential learning tools that will help your students construct meaning and understand what they are reading. They will help you observe your students' thinking process on what you read as a class, as a group, or independently, and can be used for assessment. They include: Story Maps, Plot Development, Character Webs, Predicting Outcomes, Inferencing, Foreshadowing, Characterization, Sequencing Maps, Cause-Effect Timelines, Themes, Story Summaries and Venn Diagrams.
Author: Franklyn M. (Franklyn Mansfield) Branley
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Explains the phases of the moon--the changes that seem to happen to it as it goes around Earth.
Author: Alice Omaggio Hadley
Publisher: Heinle & Heinle Pub
ISBN: 9780838417058
Category : Education
Languages : en
Pages : 498
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Book Description
TEACHING LANGUAGE IN CONTEXT, THIRD EDITION is the essential methods text for anyone teaching or learning to teach a foreign language. TEACHING LANGUAGE IN CONTEXT combines an updated, comprehensive, readable review of the literature, a thorough bibliography, and sample activities and approaches that effectively model the methodology.
