gender schema theory
Schema Theory and Learning ESL/EFL
Considerable attention has been devoted in recent theories of second language acquisition to learners ' background knowledge. One of the important theories of learning is called schema theory, which has used in many studies as it has a great unique impact. This is because of its influence on perception and learners ' memory. The significance of schematic knowledge is now widely acknowledged in foreign language teaching and many researches in the schema-oriented area of ESL/EFL teaching have been carried out. This theory has various definitions and the three types of schemata are content, formal, and cultural which are closely related to learners ' reading and listening comprehension in acquiring L2. Before going further, it is essential to have a background view of Schema Theory. In 1932 schema theory was introduced by Frederic Bartlett during working on constructive memory (Psybox Ltd, 2002). He regarded schemas a part of top-down processing. Furthermore, Bartlett (1977 cited in Landry, 2002)considered schemas to be structures of knowledge stored in the long-term memory (Psybox Ltd, 2002). Moreover, Rumelhart (1977 cited in Landry, 2002) has illustrated schemata as "building blocks of cognition" that are used in the process of understanding sensory data, in repossessing information from memory, in organizing aims and sub-goals, in allocating resources, and in leading the flow of the processing system. What is more, Rumelhart claimed that if our schemata are unfinished and do not offer an understanding of the incoming information from the text we will have troubles processing and understanding the text ((Psybox Ltd, 2002).
The schema theory believes that people do not observe any reality straight, however just via a perceptual framework. A psychological schema is the perceptual framework that people use to make sense of the globe around them. Here is an example of how this theory works, for
Considerable attention has been devoted in recent theories of second language acquisition to learners ' background knowledge. One of the important theories of learning is called schema theory, which has used in many studies as it has a great unique impact. This is because of its influence on perception and learners ' memory. The significance of schematic knowledge is now widely acknowledged in foreign language teaching and many researches in the schema-oriented area of ESL/EFL teaching have been carried out. This theory has various definitions and the three types of schemata are content, formal, and cultural which are closely related to learners ' reading and listening comprehension in acquiring L2. Before going further, it is essential to have a background view of Schema Theory. In 1932 schema theory was introduced by Frederic Bartlett during working on constructive memory (Psybox Ltd, 2002). He regarded schemas a part of top-down processing. Furthermore, Bartlett (1977 cited in Landry, 2002)considered schemas to be structures of knowledge stored in the long-term memory (Psybox Ltd, 2002). Moreover, Rumelhart (1977 cited in Landry, 2002) has illustrated schemata as "building blocks of cognition" that are used in the process of understanding sensory data, in repossessing information from memory, in organizing aims and sub-goals, in allocating resources, and in leading the flow of the processing system. What is more, Rumelhart claimed that if our schemata are unfinished and do not offer an understanding of the incoming information from the text we will have troubles processing and understanding the text ((Psybox Ltd, 2002).
The schema theory believes that people do not observe any reality straight, however just via a perceptual framework. A psychological schema is the perceptual framework that people use to make sense of the globe around them. Here is an example of how this theory works, for
References: -Al-Issa, A. (2006, July) Schema Theory and L2 reading comprehension: implication for teaching - Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading. TESOL Quarterly, 17, 218–232. -Erten, I.H and Razi, S. (2009, April). The effects of cultural familiarity on reading comprehension influence on reading.US-China Foreign Language, 1539-8080, 5, 11 Serial No.50 School of Foreign Languages, Wuhan University of Technology, Psybox Ltd (2002). Schema [Electronic version] Retrieved 13 November 2009,from - http://www.teachingenglish.org.uk/think/articles/theories-reading - Reber, A. S., & Reber, E. (2001). The Penguin dictionary of psychology (3rd ed.). London: Penguin Books Ltd., England. Retrieved 11 November 2009, from www.psychology.uiowa.edu -Widdowson, H -Ya-jun, Z. (2007, June).Schema theory and its application in teaching listening for non-English major undergraduates