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/ http://journalarticle.ukm.my/13759/ http://journalarticle.ukm.my/13759/1/29628-92754-1-PB.pdf

id	ukm-13759
recordtype	eprints
spelling	ukm-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
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
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/ http://journalarticle.ukm.my/13759/ http://journalarticle.ukm.my/13759/1/29628-92754-1-PB.pdf
first_indexed	2023-09-18T20:05:34Z
last_indexed	2023-09-18T20:05:34Z
_version_	1777407135318016000

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

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