ESL Reading: Schema Theory and Standardized Tests

Nelson, Gayle L.; Schmid, Thomas J.

doi:10.2307/3586928

Cited by 7 publications

(4 citation statements)

References 9 publications

(12 reference statements)

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“…Another point that needs to be made is that, if a reader learns to read the world in his or her own personal context, he or she needs to connect and use ideas and information from a variety of previous life and literacy experiences (Anderson, Hiebert, Scott, & Wilkinson, ). Reading comprehension depends on the ability to relate the information that the reader gets from the text with prior knowledge (Anderson, ; Nelson, Schmid, & Enright, ; Shen, ; Taylor, Pearson, & Harris, ). In general, therefore, reading teachers should help students recall their old knowledge and should also offer the prerequisite knowledge for better reading comprehension.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework

2014

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This article investigates the reading practices of 45 EFL Yemeni students using the learning by design framework. The framework organizes the teaching and learning of literacy into four processes: experiencing, conceptualising, analysing, and applying. Quantitative and qualitative methods were used to collect data on a sample of students studying English as a foreign language at a university in Yemen. The researchers collected quantitative data through a questionnaire and gathered qualitative data using semistructured interviews guided by the research objectives. The findings reveal that the use of reading practices by this group of students was underdeveloped in all four processes. Findings also reveal that vocabulary difficulties, complex sentence structures, and inability to use reading strategies are some of the serious challenges faced by Yemeni students when reading in English. These findings suggest that the reading practices and reading abilities of Yemeni students are still limited, even at the tertiary level, in terms of meeting the multiliterate requirements for reading effectively in a multimodal world.

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Section: Discussion Of Findingsmentioning

confidence: 99%

Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework

2014

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“…The approaches to culture taken by Sapporo and Chiba prefecture follow research that suggests that students' recall improves if the content relates to their native cultures (Nelson, 1987). Furthermore, the use of native culture readings has been shown to result in improved reading skills (Nelson & Schmidt, 1989). Sapporo and Chiba also include criteria that evaluate the coursebooks regarding how they reference environmental concerns, including nature preservation and disaster prevention.…”

Section: Jhs Coursebook Adoption In Japanmentioning

confidence: 99%

English Coursebook Adoption Processes for Junior High Schools in Japan

Hammett

2020

PCP

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In Japan, each municipal or prefectural board of education (BOE) is responsible for selecting its own coursebook series to be used in English lessons for nation-wide, compulsory education courses (elementary through junior high school) and in high school. This paper is a report on the investigation of the official governmental websites of five municipal or prefectural BOEs to find what kinds of methods they currently use for the selection process of English coursebooks for junior high school (JHS). The processes employed by the BOEs were examined. It appears that the criteria BOEs use for selection differ and may not be firmly grounded in research on SLA and materials evaluation. Another consequence of the strategies used by BOEs is that they may be less inclined to adopt different coursebook series than those used in previous years. 日本では、各市町村または県の教育委員会（BOE）が、小学校から中学校の義務教育及び高校の英語の授業で使用する独自の教科書を選択する責任がある。本論文では、政府の公式ウェブサイト上の5つの教育委員会を調査して、BOEが中学校英語の教科書採択に現在どのような方法を採用しているかについて報告する。BOEで採用されている教科書採択方法を調べたところ、各BOEによって基準は多少異なり、SLAと教材評価の研究にしっかりと基づいていない可能性がある。BOEによっては、前年度で使用されたものとは異なる英語教科書を採用する事に消極的である可能性もある。

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“…(c) Kasper (1997) discusses the heightened transferability of language skills gained in a CBI context. Drawing on earlier studies (Anderson & Pearson 1984;Nelson & Schmid 1989), she notes that the content schemata which is built up in CBI adds an extra resource for the reader when approaching related texts. The emphasis on form adds learning capital when approaching other texts with similar content.…”

Section: In Support Of Cbimentioning

confidence: 99%

Content with content: A content-based instruction approach to curriculum design and course assessment in academic English for business

Kirkham

2015

LingBaW

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This article reports on the successful implementation of a content-based instruction (CBI) approach to a 6-month pre-sessional academic English for business and management course at a UK university. While recognising that CBI is not a ‘cure-all’ and indeed that the approach brings with it particular issues, such as instructor competence in the content, the article argues CBI offers both significant and wide-ranging benefits as a language teaching approach and as such should be given greater prominence in the language teaching industry.

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ESL Reading: Schema Theory and Standardized Tests

Cited by 7 publications

References 9 publications

Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework

Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework

English Coursebook Adoption Processes for Junior High Schools in Japan

Content with content: A content-based instruction approach to curriculum design and course assessment in academic English for business

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