وثيقة

Prior knowledge in EFL reading comprehension : Omani teachers' perspectives and classroom strategies.

المعرف
DOI : 10.7575/aiac.ijalel.v.4n.1p.169
المساهمون
الناشر
Australian International Academic Centre PTY LTD.
ميلادي
2015-01
اللغة
الأنجليزية
الملخص الإنجليزي
The study investigated three main aspects related to prior knowledge in EFL reading comprehension in Oman: teachers' view of the role of prior knowledge, the instructional strategies they use for activating students' prior knowledge, and the difficulties they face when activating students' prior knowledge. To this end, three instruments were used: a questionnaire, an observation checklist, and a semi-structured interview. The findings of the study showed a strong agreement of the role of prior knowledge in text comprehension, a heavy reliance on a limited number of techniques and a clear attribution of the difficulties to sources such as students' limited linguistic competence and lack of adequate teacher training on schema theory and its instructional techniques. In light of the findings, some implications for EFL teachers, in-service teachers training, and for curriculum development are given.
ISSN
2200-3592
قالب العنصر
مقالات الدوريات

مواد أخرى لنفس الموضوع

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Eskisehir Osmangazi University.
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Al-Bakri, Sawsan.
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2017-01-01
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Alkhoudary, Yahya A. M.
University of Bahrain.
2018-07-01
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Lenchuk, Iryna.
SAGE Publications Inc.
2019-01-01