Prior knowledge in EFL reading comprehension: Omani teachers’ perspectives and Classroom strategies

Yahya Al-Jahwari, Salma Al-Humaidi

نتاج البحث: المساهمة في مجلةمراجعة النظراء

1 اقتباس (Scopus)

ملخص

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.

اللغة الأصليةEnglish
الصفحات (من إلى)169-181
عدد الصفحات13
دوريةInternational Journal of Applied Linguistics and English Literature
مستوى الصوت4
رقم الإصدار1
المعرِّفات الرقمية للأشياء
حالة النشرPublished - يناير 2015

ASJC Scopus subject areas

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