Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

Schema Theory and ESL Reading Pedagogy

Patricia L. Carrell and Joan C. Eisterhold
TESOL Quarterly
Vol. 17, No. 4 (Dec., 1983), pp. 553-573
DOI: 10.2307/3586613
Stable URL: http://www.jstor.org/stable/3586613
Page Count: 21
  • Download ($14.00)
  • Subscribe ($19.50)
  • Cite this Item
Schema Theory and ESL Reading Pedagogy
Preview not available

Abstract

This article 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. According to schema theory, reading comprehension is an interactive process between the text and the reader's prior background knowledge (Adams and Collins 1979, Rumelhart 1980). Reading comprehension involves one's knowledge of the world, which may be culturally based and culturally biased. Classroom implications of the schema-theoretic view of reading for EFL/ESL reading pedagogy are discussed, with techniques suggested for bringing about reader-centered EFL/ESL reading.

Page Thumbnails

  • Thumbnail: Page 
553
    553
  • Thumbnail: Page 
554
    554
  • Thumbnail: Page 
555
    555
  • Thumbnail: Page 
556
    556
  • Thumbnail: Page 
557
    557
  • Thumbnail: Page 
558
    558
  • Thumbnail: Page 
559
    559
  • Thumbnail: Page 
560
    560
  • Thumbnail: Page 
561
    561
  • Thumbnail: Page 
562
    562
  • Thumbnail: Page 
563
    563
  • Thumbnail: Page 
564
    564
  • Thumbnail: Page 
565
    565
  • Thumbnail: Page 
566
    566
  • Thumbnail: Page 
567
    567
  • Thumbnail: Page 
568
    568
  • Thumbnail: Page 
569
    569
  • Thumbnail: Page 
570
    570
  • Thumbnail: Page 
571
    571
  • Thumbnail: Page 
572
    572
  • Thumbnail: Page 
573
    573