Content schemata, linguistic simplification, and EFL readers’ comprehension and recall

Date
2007-04
Authors
Keshavarz, Mohammad Hossein
Atai, Mahmoud Reza
Ahmadi, Hossein
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
19
Number/Issue
1
Starting Page
19
Ending Page
33
Alternative Title
Abstract
This study investigated the effects of linguistic simplification and content schemata on reading comprehension and recall. The participants, 240 Iranian male students of English as a foreign language (EFL), were divided into 4 homogeneous groups, each consisting of 60 participants (30 with high proficiency and 30 with low proficiency). To elicit data, the study used 2 types of texts: content-familiar and content-unfamiliar. Each type appeared in 4 versions: original, syntactically simplified, lexically simplified, and syntactically-lexically simplified. Each participant group was tested on 1 of the linguistic versions of the content-familiar and content-unfamiliar texts. Data analyses showed a significant effect of the content and EFL proficiency, but not of the linguistic simplification, on reading comprehension and recall. The effect of the linguistic simplification on reading comprehension and recall is interpreted in the light of the interaction of content and linguistic simplification.
Description
Keywords
EFL, reading comprehension, recall, content schemata, linguistic simplification, language proficiency
Citation
Extent
Format
Geographic Location
Time Period
Related To
Rights
Rights Holder
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.