English  |  正體中文  |  简体中文  |  Items with full text/Total items : 63187/95884 (66%)
Visitors : 4580943      Online Users : 315
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/28538

    Title: Schema theory and discourse understanding: A case study of Freshman English majors reading literary texts
    Authors: Chen, Hsiu-chieh
    Contributors: 淡江大學英文學系
    Keywords: Scheme Reading Theory;Reading Comprehension;mental representation;Literary Discourse;Discourse Understanding;text schemata;world schemata;Language schemata;coherence
    Date: 2003
    Issue Date: 2012-12-03 23:12:25 (UTC+8)
    Publisher: 臺北縣:淡江大學外國語文學院
    Abstract: This study, based on the schema reading theory, investigates students' reading comprehension from an interaction of textual form with the students' pre-existing habit of mental representation. In spite of the beginning English majors' difficulty in confronting texts with all its complexity and foreignness, we reading teachers have to include a substantial amount of literary reading materials. Students indicate that they do not comprehend much in their prereading. Even after class discussion, they still cannot understand well or appreciate much of a piece of work. They do not understand the style and structure of the text. Designed to investigate students' difficulties in understanding literary discourse, this study takes up a typical example, analyzes the students' difficulties with reference to the schema theory applied to reading, and discusses their pedagogical implications. Without the teacher's help, students read "The Open Window," a short story by Saki(H. H. Munro). After reading, they were asked to answer a six-item test and an open-ended question. The contents of the answers were analyzed and pedagogical implications were discussed. The results reveal that, beyond the elementary aspects of language schemata-vocabulary and syntactic structure, and text schemata-literary forms and conventions, students generally need assistance in getting reading experiences to enrich their world schemata.
    Relation: 第六屆兩岸外語教學研討會論文集(上冊),頁415-430
    Appears in Collections:[Graduate Institute & Department of English] Proceeding

    Files in This Item:

    File SizeFormat

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback