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The role of cultural schemata in inferential reading comprehension: an investigation in the Iranian EFL context

Reading is an important skill in many foreign language teaching situations and is valuable for both teachers and EFL students because it provides great opportunity for EFL learners to be exposed to the target language and improve their language proficiency by receiving appropriate input. For this pu...

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Main Authors: Khataee, Elnaz, Davoudi, Mohammad
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:http://journalarticle.ukm.my/13759/1/29628-92754-1-PB.pdf
http://journalarticle.ukm.my/13759/
http://ejournal.ukm.my/ajtlhe/issue/view/1151
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spelling my-ukm.journal.137592019-12-04T16:36:50Z http://journalarticle.ukm.my/13759/ The role of cultural schemata in inferential reading comprehension: an investigation in the Iranian EFL context Khataee, Elnaz Davoudi, Mohammad Reading is an important skill in many foreign language teaching situations and is valuable for both teachers and EFL students because it provides great opportunity for EFL learners to be exposed to the target language and improve their language proficiency by receiving appropriate input. For this purpose, 67 BA students, majoring in English language and literature at Hakim Sabzevari University were the participants. There were two groups of participants, one group served as the experimental group and the other as the control group. The students’ schema in experimental group was activated by giving them prior knowledge (background knowledge) while the participants in control group received no treatment. The results of the t-test showed that the means of experimental and control group on the three tests were significantly different. Thus, it can be concluded that, providing related cultural background about the text has a significant effect on inferential reading comprehension of Iranian EFL learners since readers are expected to attain the writers intended meaning by linking their existing information with what they read. Therefore, according to study’s reports it can be stated that conducting readers’ cross-cultural background knowledge is in fact a powerful instructional strategy to EFL reading comprehension. As an implication of the study, administrators can use certain programs to train language teachers on the appropriate methods of activating students’ schema before reading cultural texts. Penerbit Universiti Kebangsaan Malaysia 2018-12 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/13759/1/29628-92754-1-PB.pdf Khataee, Elnaz and Davoudi, Mohammad (2018) The role of cultural schemata in inferential reading comprehension: an investigation in the Iranian EFL context. AJTLHE: ASEAN Journal of Teaching and Learning in Higher Education, 10 (2). pp. 11-27. ISSN 1985-5826 http://ejournal.ukm.my/ajtlhe/issue/view/1151
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Reading is an important skill in many foreign language teaching situations and is valuable for both teachers and EFL students because it provides great opportunity for EFL learners to be exposed to the target language and improve their language proficiency by receiving appropriate input. For this purpose, 67 BA students, majoring in English language and literature at Hakim Sabzevari University were the participants. There were two groups of participants, one group served as the experimental group and the other as the control group. The students’ schema in experimental group was activated by giving them prior knowledge (background knowledge) while the participants in control group received no treatment. The results of the t-test showed that the means of experimental and control group on the three tests were significantly different. Thus, it can be concluded that, providing related cultural background about the text has a significant effect on inferential reading comprehension of Iranian EFL learners since readers are expected to attain the writers intended meaning by linking their existing information with what they read. Therefore, according to study’s reports it can be stated that conducting readers’ cross-cultural background knowledge is in fact a powerful instructional strategy to EFL reading comprehension. As an implication of the study, administrators can use certain programs to train language teachers on the appropriate methods of activating students’ schema before reading cultural texts.
format Article
author Khataee, Elnaz
Davoudi, Mohammad
spellingShingle Khataee, Elnaz
Davoudi, Mohammad
The role of cultural schemata in inferential reading comprehension: an investigation in the Iranian EFL context
author_facet Khataee, Elnaz
Davoudi, Mohammad
author_sort Khataee, Elnaz
title The role of cultural schemata in inferential reading comprehension: an investigation in the Iranian EFL context
title_short The role of cultural schemata in inferential reading comprehension: an investigation in the Iranian EFL context
title_full The role of cultural schemata in inferential reading comprehension: an investigation in the Iranian EFL context
title_fullStr The role of cultural schemata in inferential reading comprehension: an investigation in the Iranian EFL context
title_full_unstemmed The role of cultural schemata in inferential reading comprehension: an investigation in the Iranian EFL context
title_sort role of cultural schemata in inferential reading comprehension: an investigation in the iranian efl context
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2018
url http://journalarticle.ukm.my/13759/1/29628-92754-1-PB.pdf
http://journalarticle.ukm.my/13759/
http://ejournal.ukm.my/ajtlhe/issue/view/1151
_version_ 1654961126445678592
score 13.211869

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