Formal and Content Schemata Activation in L2 Viewing Comprehension  

Oleh:

Tudor, Ian ; Tuffs, Richard

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 22 no. 2 (Dec. 1991), page 79.
Fulltext: RELC Journal-1991-Tudor-79-97.pdf (907.42KB)

Isi artikel

The article describes an viewing comprehension means of the prior of a experiment designed group Viewing to enhance the of advanced level ESL learners subject population, Belgian university were divided into three activation of text-relevant schemata. The groups, students of business two receiving an administration, experimental treatment geared and a control target video to the activation of either formal or content group sequence which received no was an off-air The formal treatment involved the solution model (Hoey, 1979) the use of this model on a quence. pre-viewing recording by schemata, treatment. The on an economic presentation and a learner-based topic The content treatment involved culturally-specific quence of the topic. problem- practice activity other than that of the referential elements and a learner-based activity quence, privatisation. Experimental of summary writing being given directly and a set of after viewing provision occurring on the target of information on in the general topic effect was monitored comprehension questions, and again a week later to monitor for recall. Both pre-viewing groups prehension facilitation on all provement attained by showed monitoring the formal schemata significant target in se- se- of the se- by means the latter levels of com- measures. Levels of im- than those of the content schemata group group, although less marked on the recall than on the immediate measures. Schema language theory (Rumelhart, 1980) posits users process textual material is were higher the difference was that the manner in which dependent not only on the information present in the structures or schemata which target this material. Adams and Collins first material but also on the relevant mental they bring with them to the (1979:3), writing language (Ll) reading comprehension, schema theory &dquo;The goal in the following of schema reader and the text - to with and shapes knowledge theory terms: is to specify specify processing within the context of describe the finalities of the interface between the how the reader’s the information on the must be organised to page support knowledge and to specify the interaction.&dquo; interacts how that of 79

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