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

Yahya Al-Jahwari, Salma Al-Humaidi

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish
Pages (from-to)169-181
Number of pages13
JournalInternational Journal of Applied Linguistics and English Literature
Volume4
Issue number1
DOIs
Publication statusPublished - Jan 1 2015

Fingerprint

comprehension
Students
classroom
teacher
knowledge
teacher training
Linguistics
Curricula
linguistic competence
Oman
student
curriculum development
attribution
Reading Comprehension
Prior Knowledge
questionnaire
lack
interview
Teacher Training

Keywords

  • Classroom strategies
  • Prior knowledge
  • Reading comprehension
  • Schema

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Electrical and Electronic Engineering

Cite this

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