Volltext herunterladen
(externe Quelle)
Zitationshinweis
Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):
https://doi.org/10.18052/www.scipress.com/ILSHS.59.9
Export für Ihre Literaturverwaltung
It rings a bell or breeds contempt?: activating background knowledge and reading recall
[Zeitschriftenartikel]
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... mehr
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.... weniger
Thesaurusschlagwörter
Literatur; Iran; Kultur; Lesen; Wissen
Klassifikation
Wissenssoziologie
Kultursoziologie, Kunstsoziologie, Literatursoziologie
Freie Schlagwörter
Schema-Theorie
Sprache Dokument
Englisch
Publikationsjahr
2015
Seitenangabe
S. 9-12
Zeitschriftentitel
International Letters of Social and Humanistic Sciences (2015) 59
ISSN
2300-2697
Status
Veröffentlichungsversion; begutachtet (peer reviewed)