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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/15249

Title: Applying Schema Theory to the Teaching of Reading
Authors: Hwang, Bih-Chu
Contributors: 英語學系
Keywords: Schema;Strategy schema;Metacognition
Date: 2008-01
Issue Date: 2013-01-07T09:16:46Z
Publisher: 彰化師範大學
Abstract: The schema perspective for EFL reading has been generally recognized, particularly the significant roles that content as well as formal schemata play during the process of reading. However, successful reading comprehension depends not only on ones' ability to employ adequate content and formal schemata, but also on awareness of the monitoring process and thereby taking appropriate strategic actions. The strategy schema serves as a strategy resource and then manipulates the monitoring acts as well as strategy use. That is, strategy schema is also essential to reading comprehension. This paper thus begins with literature review on schema-theory based research in ESL/EFL reading, and then discusses in detail the notion of strategy schema. Based upon the schema theory, a reading instruction model is suggested within which background knowledge activation and comprehension monitoring would be the main concern.
Relation: Spectrum: NCUE Studies in Language, Liturrature, Translation, and Interpretation, 2: 169-183
Appears in Collections:[英語學系] 期刊論文

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