頁籤選單縮合
題名 | Schema Theory in ESL/EFL Reading Contexts: Its Past and Its Future= |
---|---|
作者 | 何東憲; He, Tung-hsien; |
期刊 | 國立屏東商業技術學院學報 |
出版日期 | 20011000 |
卷期 | 3 2001.10[民90.10] |
頁次 | 頁71-88 |
分類號 | 805.17 |
語文 | eng |
關鍵詞 | Schema theory; Cultural schemata; Background knowledge; ESL/EFL reading; Reading comprehension; Reading strategy; |
英文摘要 | This paper aims to: (1)review previous ESL/EFL reading research findings concerning the potential effects that cultural schemata could exercise on the reported degrees of comprehension, (2)illustrate limitations and drawbacks of previous studies undertaken within the framework of schema theory, and (3)suggest an alternative theoretical and conceptual framework for conducting ESL/EFL reading research related to cultural schemata. Researchers have consistently pointed out that cultural schemata instantiated in ESL/EFL readers' mind would be retrieved to serve as ideational scaffoldings for these readers to process incoming information, which, in turn, contributes to a better understanding of culturally familiar texts. However, because previous studies merely examined the relation between cultural schemata and reading comprehension, it stays unknown as to how ESL/EFL readers with appropriate cultural schemata comprehend culturally familiar texts. To capture these processes, researchers have highlighted the significance of identifying the types of strategies adopted by readers. Prompted by previous studies, this paper proposes the concept of "strategy schema", that is, the background knowledge of how a certain strategy is utilized, to investigate the interconnected relation among cultural schemata, strategy use, and reading comprehension in ESL/EFL contexts. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。