TY - JOUR
T1 - Prior knowledge in EFL reading comprehension
T2 - Omani teachers’ perspectives and Classroom strategies
AU - Al-Jahwari, Yahya
AU - Al-Humaidi, Salma
N1 - Publisher Copyright:
© Australian International Academic Centre, Australia.
PY - 2015/1
Y1 - 2015/1
N2 - 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.
AB - 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.
KW - Classroom strategies
KW - Prior knowledge
KW - Reading comprehension
KW - Schema
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U2 - 10.7575/aiac.ijalel.v.4n.1p.169
DO - 10.7575/aiac.ijalel.v.4n.1p.169
M3 - Article
AN - SCOPUS:84946398456
SN - 2200-3592
VL - 4
SP - 169
EP - 181
JO - International Journal of Applied Linguistics and English Literature
JF - International Journal of Applied Linguistics and English Literature
IS - 1
ER -