EFL 학습자의 문어 담화 이해에 있어 글 내용 스키마와 글 구조 스키마의 사용에 관한 연구

A study on the use of content and text structure schemata in EFL readers" reading comprehension

  The main purpose of the present study is to analyze the simultaneous effects on EFL reading comprehension of both content and text structure schemata, as well as any potential interaction between them. In the study, three kinds of tasks are performed by 89 college level EFL learners. Three versions (C, S, and C/S) of a social studies passage about an imaginary country are prepared in English. Three versions are randomly assigned to the subjects. The three different versions are developed to allow readers to use both content and text structure schemata (C/S passage), to use content schemata only (C passage) or text structure schemata only (S passage). The subjects are asked to read and underline the important sentences (main-idea-selection task) in the versions they read. Then, they report by writing and oral interviews why they choose the particular sentence as the most important ones in the main-idea-selection task. Overall findings of this study show that content schemata affect EFL readers" English reading comprehension to a greater extent than text structure schemata. Moreover, it is found that the co-occurrence of text structure schemata and content schemata encourages EFL readers" use of content schemata, while the co-occurrence of the content schemata does not.