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It rings a bell or breeds contempt?: activating background knowledge and reading recall
[journal article]
Abstract The present study examined the possible effects of activating background knowledge on reading recall of 20 Iranian EFL learners by giving the experimental participants a text from Persian literature, a culturally-familiar source, and contrasting their key points recall with those of another group of... view more
The present study examined the possible effects of activating background knowledge on reading recall of 20 Iranian EFL learners by giving the experimental participants a text from Persian literature, a culturally-familiar source, and contrasting their key points recall with those of another group of learners who did not know the text origin. Findings revealed that the participants who did not know the source of the text did significantly better than the experimental group who were given the source and the context. While a small-scale study, this study may suggest that using culture-based reading materials may not always help the learners' reading performance. In addition, the activation of background knowledge may result in overreliance on prior knowledge resources and trigger affective barriers such as lack of interest which may be to the detriment of readers' recall.... view less
Keywords
Iran; culture; knowledge; literature; reading
Classification
Sociology of Knowledge
Cultural Sociology, Sociology of Art, Sociology of Literature
Free Keywords
Schema-Theorie
Document language
English
Publication Year
2015
Page/Pages
p. 9-12
Journal
International Letters of Social and Humanistic Sciences (2015) 59
ISSN
2300-2697
Status
Published Version; peer reviewed