Schema Theory and Language Comprehension

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dc.contributor.authorCarrell, Patricia L.
dc.contributor.departmentUniversity of Hawaii at Manoa. Department of English as a Second Language.
dc.date.accessioned2015-12-15T00:43:38Z
dc.date.available2015-12-15T00:43:38Z
dc.date.issued1983
dc.description.abstractComprehending a text is not simply a function of the text itself--the text alone does not carry the meaning to be conveyed (Bennett-Kastor, 1981). The listeners or readers of a text make a significant contribution to the meaning conveyed. A text provides directions for listeners/readers as to how they should retrieve, or construct the intended meaning from their own, previously acquired knowledge. Comprehension is the interactive process between the listener/reader's background knowledge and the text. Recent research in discourse comprehension has shown that background or schematic knowledge plays an essential role in the psychological processes by which listeners or readers comprehend. This paper reviews the most important. work on the role of schemata in language comprehension, including both theoretical and empirical research. The latter includes first language research among fully proficient adult native speakers of English and among children in the process of acquiring English as ·their native language, as well as cross-cultural research and second language research.
dc.format.digitaloriginreformatted digital
dc.format.extent18 pages
dc.identifier.urihttp://hdl.handle.net/10125/38551
dc.languageeng
dc.relation.ispartofUniversity of Hawai'i Working Papers in English as a Second Language 2(1)
dc.subjectbackground knowledge
dc.subjectschematic knowledge
dc.subjectcomprehension istening
dc.subjectcomprehension reading
dc.subjectfirst language
dc.subjectesl
dc.subject.fastPerson schemas
dc.subject.fastListening comprehension
dc.subject.fastEnglish language--Study and teaching--Foreign speakers
dc.titleSchema Theory and Language Comprehension
dc.typeWorking Paper
dc.type.dcmiText

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