Activation Of Background Knowledge Research Articles

Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions

This study sought to assess the reading proficiency of 23 purposively selected seventh-grade students at Caponayan National High School during the academic year 2023-2024, focusing on their reading comprehension levels. These assessments were the foundation for developing an effective reading program tailored to students’ needs. Over four weeks, data collection involved repeated reading-aloud sessions and immediate questioning post-reading. In the educational process carried out in the Philippines, the Informal Reading Inventory standard is used. The analysis revealed that the respondents demonstrated mastery of essential sight words, with only a few identified miscues. Significantly, the number of students experiencing frustration decreased from 16 to 4 after the intervention, accompanied by notable improvements in reading comprehension. The instructional level increased from 7 to 13, while the highest comprehension level, classified as independent, rose from 0 to 6. Assessing the students’ overall performance before and after the intervention indicated substantial progress. Statistical analysis demonstrated a significant difference before and after the intervention. Based on these findings, the study concludes that even a brief intervention can significantly improve students’ reading abilities.

The Role of Cultural Schemata in Learning English Language Skills

The current study aims to find out the effect of the cultural schemata on learning English language skills and investigate the activation of background knowledge of learners to ensure a better understanding of learning the English language. To conduct the study and fulfil its aims, the following hypotheses are set: 1) there is no statistically significant difference between the mean scores of the experimental group's achievements at the recognition and the production levels in the post-test. 2) to achieve the aims and confirm the hypotheses, the experimental design which is a non-randomized experimental group pre-test–post-test design. The sample of the current study consists of (50) pupils in the fifth literary stage, derived from Al-Barudy preparatory school for girls. Both groups have been equalized in such variables from the educational level of parents, age, English grades achievement in the fourth stage, and the post and pre-test of both groups. The experiment lasted two months; the researcher taught the two groups during the academic year 2021-2022. to analyze the obtained data, different statistical means have been used for many t-tests for two independent samples to measure the pupils' post-test achievement. After the statistical treatment of the data, the results expose that teaching pupils by using cultural schemata has provided it is effective in background knowledge activation in reading, listening, speaking and writing and also raises pupils' motivation to learn the English language. Based on the results, the obtained conclusions in this study, suitable "recommendations and suggestions for further studies are put forward.

CAPACIDADE DA MEMÓRIA DE TRABALHO, PROFICIÊNCIA LEITORA, E PROCESSAMENTO DE INFORMAÇÕES VERBAIS E PICTORIAIS NA LEITURA EM INGLÊS COMO LÍNGUA ESTRANGEIRA

RESUMO Este estudo investiga relações entre capacidade da memória de trabalho (CMT), proficiência leitora e processamento de informações verbais e pictoriais na leitura em inglês como língua estrangeira (ILE). A amostra investigada foi composta por sessenta estudantes brasileiros de ensino médio entre 15-17 anos (M =16.3, SD. = 64). Os instrumentos de coleta de dados incluíram: um questionário de experiências prévias, um teste de proficiência leitora em ILE, um teste de CMT, um teste de compreensão leitora, e um questionário retrospectivo. As análises indicaram uma correlação positiva entre as variáveis independentes (i.e., proficiência leitora em ILE e CMT), e associações significativas entre cada uma dessas variáveis com a variável dependente (i.e., compreensão leitora). Os resultados indicaram que: (1) limitações da CMT podem restringir o processamento de textos expositivos não ilustrados; (2) limitações em proficiência em ILE tendem a comprometer a eficiência do processamento de informações pictoriais; (3) limitações da CMT no processamento de informações pictoriais parecem ser compensadas pela ativação de informações do conhecimento prévio.

A Study on a Teaching and Learning Model of Korean Language and Culture Using Advertising for International Students

본 연구는 유학생 대상 교양 교과목에 적용할 수 있는 동영상 광고 활용 한국언어문화 교수 · 학습 모형을 개발하는 데 그 목적이 있다. 이를 위해 한국 언어문화 교육 제재로서 동영상 광고가 갖는 교육적 의의를 검토해 보고 모형을 개발하여 학부 유학생 대상의 교양 교과목에서 실제 수업을 실시하였다. 교수 · 학습 모형은 준비 단계, 창조 단계, 심화 단계로 구성하였으며 준비 단계는 ‘배경지식 활성화, 언어적 준비 학습’, 창조 단계는 ‘스토리 만들기, 발표하기’, 심화 단계는 ‘문화 비교하기, 통합적 생산’을 주요 학습 활동으로 배치하였다. 이와 같은 모형으로 유학생 대상의 교양 교육 과목에서 수차례 수업을 진행하였다. 이 중 가족 문화를 주제로 한 수업 사례를 살펴본 결과 학생들은 광고의 주요 장면들을 논리적으로 연결하여 스토리를 만들어 나가는 과정에서 서로의 사고방식과 문화 차이를 확인할 수 있었으며 심화 단계에서 자국 문화의 시각으로 한국의 현재 문화를 이해하면서 현재의 가치 문화와 행동 양식에 대해 비판적으로 사고하는 모습을 보였다. 본고는 학생들의 반응과 산출물을 질적으로 살펴봄으로써 동영상 광고를 활용한 언어문화 교육이 유학생 대상의 교양 교육에 긍정적으로 적용될 수 있음을 확인하였다.The purpose of this study was to develop a teaching and learning model of video advertising for Korean language and culture education for international students. To explore the topic, we examined the educational significance of video advertising as a sanction of Korean culture education and developed a teaching and learning model using video advertising after which we implemented the plan in actual classes in the undergraduate curriculum for international students. The teaching and learning model using video advertising comprised three stage: preparation, creation, and intensification. The main activities in the preparation stage were “activation of background knowledge” and “linguistic preparation learning” ; the activities in the “creation stage” were “creating stories” and “presentation”; those in the intensification stage were “cultural comparison” and “integrated production”. The main learning activities in the preparation stage was “activation of background knowledge” and “linguistic preparation learning” and those for “learning” in the in- depth phase were “cultural comparison” and “integrated production”. Several classes were held in liberal arts courses for international students using this model. After examining the case study under the theme of family culture, students were able to identify the way of thinking and cultural differences in the process of creating stories by connecting the main scenes of advertising logically. Students were able to successfully criticize the value and behavior of the contemporary Korean culture by applying the perspective of their own culture background. This study confirms that language and culture education using video advertising can be positively applied to liberal arts education for international students by looking at students’ responses and outputs in a qualitative way.

Vocabulary Acquisition of Korean Learners for Academic Purposes -Focusing on the Effects of Instruction Introductory Methods of Context Inference and Activation of Background Knowledge

Vocabulary Acquisition of Korean Learners for Academic Purposes -Focusing on the Effects of Instruction Introductory Methods of Context Inference and Activation of Background Knowledge

배경지식의 활성화를 통한 글쓰기 교육모형 연구 : 동영상 자료의 활용을 중심으로

배경지식의 활성화를 통한 글쓰기 교육모형 연구 : 동영상 자료의 활용을 중심으로

The Contribution of Lexical, Grammatical, and Propositional Knowledge Preparation to L2 Listening Comprehension

Listening comprehension is a multifaceted L2 skill and its actual mastery has proved challenging for many EFL learners (Matthews, 2018). Pre-listening supports may help us change the dire situation in developing effective listening competence. Therefore, the current study tried to examine the effect of vocabulary preparation, grammar instruction and background knowledge activation as pre-listening tasks on the listening comprehension among 95 Iranian intermediate EFL learners in three experimental groups who were randomly selected from among 142 Iranian EFL learners after administration of a paper-based TOEFL. In group A, the teacher elaborated on the difficult grammatical structures of the listening comprehension (LC) test and the students did some exercises. Group B practiced related difficult words using synonyms, antonyms, and sentence examples. In group C, some topical knowledge about the content of the LC test was given and discussed. After the treatment, a valid researcher-made LC test was given to all groups. This procedure was followed for four more listening texts and after each treatment, a valid researcher-made LC test based on the text was administered. Data analysis using one-way ANOVA and Scheffe test revealed that background knowledge activation and vocabulary preparation significantly improved learners’ listening performances; however, grammar preparation did not exert a significant influence on EFL listening comprehension. These results were confirmed by the experts’ attitudes in the subsequent qualitative phase of the study. These findings suggest that EFL teachers should use background knowledge activation and lexical preparation prior to the main listening tasks.

ФОРМУВАННЯ ІНТЕГРОВАНИХ УМІНЬ ЧИТАННЯ Й ПИСЬМА У ПРОЦЕСІ ВИКОНАННЯ СТУДЕНТАМИ ВЕБ-КВЕСТУ

Background: Given the immediate access to multiple online resources and the necessity to utilize them in various professional fields has prompted the need in building ofreading-into-writing skills in English. These skills could be effectively shaped while computer assisted language learning such as WebQuest. Purpose: WebQuest, which has been used in various teaching/learning environments for over 20 years, appeared particularly relevant in teaching English for professional communication. Being based upon internet sources, WebQuest engages students in reading and processing texts offered in the Resources Section and further transforming them according to the Central Task of the WebQuest. This paper focuses on the skills the students need to develop in order to write two types of texts based on the reading online texts – writing brief notes for visual support (slides) and full text of their oral presentation. Discussion: Performing WebQuest in a foreign language suggests that the students have to activate their intellectual resources while doing the professional tasks and face certain linguistic barriers. Therefore, WebQuest Joining a Global Company designed for students of economics (www.zunal.com) provides a variety of scaffolds which were first offered by I. Perez Torrez. These include activation of background knowledge, language workshops (lexical and grammatical exercises), glossaries, etc. The activities that comprise the language workshop are aimed to build such reading-into-writing skills as understanding macrostructure and microstructure of the online texts and fixate the most important information in writing. Each group of activities envisages the development of relevant subskills. Given the computer-based processing of the online texts, attention is paid to the issues of eliminating plagiarism while considering such writing techniques as copying, patchwriting and summarizing information. Results: The role of the internet in obtaining information at today’s workplace is invaluable, however, prospective professionals should be taught skills and strategies of effective processing this information without plagiarizing the sources.

Игровые возможности фразеологизмов (на материале книги рассказов Ю. Буйды «Прусская невеста»)

A method of semantic transformation of phraseological units is considered, which was presented in the book by Yu. Buyda as literalism. Game technique of literalism is restoring the original, direct meaning of the lexemes constituting a phraseological unit. This is achieved by introducing in the context of the story the literal deploying, pointing to the reality. It is revealed that the polysemy arising from the clash within the context of two meanings of a single phrase (literal and idiomatic) is a source of word play, and often provokes the creation of comic effect. As a literal deploying Yu. Buyda uses the word or phrase linked with a phraseological unit thematically, associatively and by synonymic or antonymic relations. In the writer’s works considered technique illustrates not only the method of updating the semantics of phraseological units, but also has a projective text function. On its basis, the author builds the storyline in many stories that the game intertwined, which creates certain difficulties in identifying both the technique and its gaming potential. It is shown that in most cases, to restore the logical link between the idiom and literal deploying the activation of background knowledge and committing a number of mental operations is required. The analysis is based on the following parameters of literal deploying input: its explicitness / implication, the remoteness of literal deploying from the idiom, the sequence of its input (in a preposition or postposition) and the way of representation of literal deploying.

THE USE OF SCHEMATA IN READING COMPREHENSION: A CASE OF LEARNERS’ READING PROBLEMS

The Use of Schemata in Reading Comprehension: A Case of Learners’ Reading Problems. Schemata have an important role in the process of reading. It is almost impossible for a person to read without utilizing schemata. This study aimed to find learners’ reading problem in terms of using schemata. A group of second year students of English Department of State University of Malang were involved in this study. As a case study, an interview, observation, and test were used to collect the data. The study reveals that the main reading problems were lack of background knowledge, over-reliance on background knowledge, and lack of background knowledge activation. In the process of reading, learners’ background knowledge should be activated. Without optimal activation, the process of reading does not reach satisfactory results. It is also suggested that learners should not be over confident in getting the meaning from the text. Over-reliance on background knowledge might lead to misinterpretation.

It Rings a Bell or Breeds Contempt? Activating Background Knowledge and Reading Recall

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.

E-mail Writing: Providing Background Information in the Core of Computer Assisted Instruction

The present study highly supported the effective role of providing background information via e-mail by the teacher to write e-mail by the students in learners’ writing ability. A total number of 50 EFL advanced male students aged between 25 and 40 at different branches of Iran Language Institute in Tehran, Tehran. Through the placement test of Oxford English Language Placement Test (OELPT) the students' proficiency level seems to be nearly the same. Participants were randomly assign into two groups of experimental and control, each consisting of 25 students. After the administration of the proficiency test, all groups were assigned to write topic 1 as the pre-test. Next, the teacher involved the learners in the new instruction (treatment). During writing topics 2, 3, 4, 5, 6, and 7 experimental group’s background knowledge was activated through e-mail before writing and e-mailing topics while the control group received no background knowledge activation through e-mail. After the treatment was given to the experimental group, the students in both groups were required to write another composition about the last topic, topic 8. Again, in this phase, none of the groups received any background information. The results indicated that providing background information via e-mail by the teacher to write e-mail by the students significantly improved learners’ writing ability.

Activation of Background Knowledge for Inference Making: Effects on Reading Comprehension

Failure to activate relevant, existing background knowledge may be a cause of poor reading comprehension. This failure may cause particular problems with inferences that depend heavily on prior knowledge. Conversely, teaching how to use background knowledge in the context of gap-filling inferences could improve reading comprehension in general. This idea was supported in an experimental study comprising 16 sixth-grade classes (N = 236) randomly assigned to experimental or control conditions. In the experimental condition, students' contribution to “gap-filling” inferences with expository texts were made explicit by means of graphic models and inference-demanding questions. After eight 30-min sessions, a large training effect was found on students' inference making skills with a substantial and sustained transfer effect to a standard measure of reading comprehension. The effects were not mediated by students' motivation, decoding ability, vocabulary, or nonverbal IQ.

The Effect of Advance Organizers on Enhancing the Reading Comprehension of Iranian EFL Learners

Reading English in Iran is regarded as a very important skill in academic world, where English is learned as a foreign language (EFL). Therefore, the main purpose of this study was to examine the influence of Advance Organizers (AO) on enhancing reading comprehension of students of English as a foreign language to check if there is any correspondence between activating background knowledge and listening- while- reading tasks as two AOs for enhancing reading comprehension.To carry out this study, three intact classes consisting of 58 intermediate students studying English in Atiehsazan English Institute in Dehaghan, Isfahan, Iran were selected. Each intact class was randomly divided into two experimental groups including (1) background knowledge questioning; (2) listening-while-reading; and one control group. Background knowledge activation strategy was taught, based on CALLA instructional model, developed by Chamot & O’Malley (1994). Results showed an increase in students’ performance in reading comprehension due to the effect of background knowledge activation strategy and listening-while-reading task. In addition, the results also indicated that activating the students’ background knowledge about the topic they are reading can significantly better enhance the learners' reading comprehension than forcing students to listen while they are reading simultaneously.These findings have a profound implication for instructional design, particularly because this research study targeted English language learners who have not mastered the English language fully, therefore, instructing them in the use and monitoring of reading strategies is an effective practice.

Reading between the lines

This paper presents an overview of the activation of background knowledge during text comprehension. We first review the cognitive processes involved in the activation of inferences during text comprehension, stressing the interaction between text and reader in the construction of situation models. Second, we review evidence for embodied theories of cognition and discuss how this new framework can inform our understanding of the nature and role of background knowledge. We then review the neuropsychological data on the activation of background knowledge during text comprehension. Finally, the paper presents existing and future challenges in researching the role of background knowledge both at a conceptual and a methodological level.

A Connectionist Extension to Kintsch's Construction–Integration Model

This article proposes an extension to Kintsch's Construction–Integration (CI) model of text comprehension, which changes its mathematical implementation and emphasizes the connectionist features of the model. Specifically, the extension proposed here (a) simulates the learning process in a connectionist manner by making explicit changes in the connecting values among processing units; (b) takes into account individual differences in prior background knowledge activation and individual ability to make logical inferences, using these parameters to adjust the results of the simulation; and (c) implements an algorithm that constructs the connectivity matrix W from text processing. The proposed extension is tested on existing recall and contradiction-detection data from readers of science texts, and its predictions fit the empirical data better than the CI model's prediction.

Activating Background Knowledge in Reading Comprehension Assessment

THIS STUDY was an investigation of readers' activation of background knowledge in response to prepassage purpose questions selected from the reading comprehension section of the research edition of the Metropolitan Achievement Tests (1985). A total of 74 students from Grades 1, 6, and 10 were shown three purpose questions from appropriate levels of the MAT and asked to make predictions about the content of related passages. Interviews were transcribed and analyzed for the relationship of the responses to the content of the purpose questions and for the extent of schema elaboration. Students at all grade levels produced responses that were related to the information in the purpose question or to unstated story schema categories. At Grades 6 and 10, patterns of schema elaboration were found to be significantly related to the purpose questions used, whereas Grade 1 students maintained a similar pattern across all purpose questions. The results indicate that a broad age range of students can use purpose questions as cues to activate background knowledge, but that all purpose questions are not equally effective in performing this cuing function. Topic familiarity, amount of information presented, and the presence of genre clues are suggested as text features affecting schema activation.