Email this article 
Hide
Show all
Prior Knowledge in EFL Reading Comprehension: Omani Teachers’ Perspectives & Classroom Strategies
Abstract
The study investigated three main aspects related to prior knowledge in EFL reading comprehension in Oman: teachers' view of the role of prior knowledge, the instructional strategies they use for activating students' prior knowledge, and the difficulties they face when activating students' prior knowledge. To this end, three instruments were used: a questionnaire, an observation checklist, and a semi-structured interview. The findings of the study showed a strong agreement of the role of prior knowledge in text comprehension, a heavy reliance on a limited number of techniques and a clear attribution of the difficulties to sources such as students’ limited linguistic competence and lack of adequate teacher training on schema theory and its instructional techniques. In light of the findings, some implications for EFL teachers, in-service teachers training, and for curriculum development are given.
Keywords
Full Text:
PDFReferences
Abraham, P. (2002). Skilled Reading: Top-down, bottom-up. Field Notes, 10 (2). SABES/World Education, Boston, MA.
Al Ajmi, S. (2006). Omani EFL students’ perceptions of reading difficulties. Unpublished MA dissertation, Sultan Qaboos University, Oman.
Al Brashdi, B. (2002). Reading in English as a foreign language: problems and strategies. Unpublished MA dissertation, Sultan Qaboos University, Oman.
Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge University Press.
Al-Issa, A. (2006). Schema theory and reading comprehension: implications for teaching. Journal of College Teaching & Learning, 3(7).
Anderson, R. C. (1994). Role of the reader's schema in comprehension, learning, and memory. Newark, Delaware: International Reading Association.
Bernhardt, E.B. (1991). Reading development in a second language: Theoretical, empirical and classroom perspectives. Norwood, NJ: Ablex Publishing Corporation.
Brantmeier, C. (2004). Gender, violent-oriented passage content and second language reading comprehension. The Reading Matrix, 4(2), 1-19.
Carrell, P. (1983). Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language, 1(2), 81-92.
Carrell, P. & Eisterhold, J. (1983). Schema theory and ESL reading. TESOL Quarterly, 17, 553–573.
Carrell, P. & Floyd, P. (1987). Effects on ESL reading of teaching cultural content schema. Language Learning, TESOL Quarterly, 37, 88-108.
Chen, C. (2003). Mainstream teachers’ practices and accommodations in prereading instructions for English language learners. Unpublished Doctoral Dissertation, University of Utah.
Cornford, I. R. (2002). Learning-to-learn strategies as a basic foe effective lifelong learning. International Journal of lifelong Education, 21(4), 357-368.
Dayze, F. (2004). The role of prior background knowledge in the reading comprehension of EFL Brazilian college students and American college students. Unpublished PhD dissertation The Pennsylvania State University.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
Grabbe, W. (1991). Current developments in second language reading research. TESOL Quarterly 25(3), 375-406.
Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESOL Quarterly, 15 (2), 169-181.
Langer, A. & Nicolich, M. (1980). Effect of Altered Prior Knowledge on Passage Recall. Eric. ED 1 97282
Lin, L. (2004). Effects of culturally specific prior knowledge on Taiwanese EFL students' English reading comprehension. University of Victoria.
Murray. (1980). The effect of two techniques which elicit productive response on the comprehension of content area reading materials. Unpublished MA dissertation. The University of Connecticut.
Ringler, L. h. & Weber, C.K. (1984). A language –Thinking Approach to Reading. San Diego: Harcourt Brace Jovanovich, Ink.
Rowe, D.W, & Rayford, L. (1987). Activating background knowledge in reading comprehension assessment. Reading Research Quarterly, 22(2), 160-176.
Spires, H.A. & Donley, J. (1998). Prior knowledge activation: Inducing engagement with informational texts. Journal of Educational Psychology, 90, 1-12.
UR, P. (1996). A Course in Language Teaching. Cambridge: Cambridge University Press.
Walraven, M. & Reitsma, P. (1993). The effect of teaching strategies for reading comprehension to poor readers and the possible surplus effect of activating prior knowledge. National Reading Conference Yearbook, 42, 243-250.
DOI: https://doi.org/10.7575/aiac.ijalel.v.4n.1p.169
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Applied Linguistics and English Literature
To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.