The International Research Foundation

for English Language Education

SCHEMA THEORY IN LANGUAGE TEACHING AND ASSESSMENT:

SELECTED REFERENCES

(last updated 10 August 2012)

Adams, M. J., & Collins, A. (1979). A schema-theoretic view of reading. In R. O. Freedle (Ed.), New directions in discourse processing (pp. 1-22). Norwood, NJ: Ablex.

Alderson, C. (2000). Assessing reading. Cambridge, UK: Cambridge University Press.

Ambard, P. D., & Amgard, L. K.(2012). Effects of narrative script advance organizer strategies use to introduce video in the foreign language classroom. Foreign Language Annals, 45(2), 203-228.

Bailey, K. M. (1998). The role of background knowledge in the assessment of receptive skills. In K. M. Bailey, Learning about language assessment: Dilemmas, directions, and decisions (pp. 43-54). Boston, MA: Heinle & Heinle.

Birch, B. (1998). Nurturing bottom-up reading strategies too. TESOL Journal, 7, 18-23.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education.

Carrell, P. (1987). Content and formal schemata in ESL reading. TESOL Quarterly, 21, 461-481.

Carrell, P., & Eisterhold, J. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17, 553-573.

Carrell, P. L. (1993). Evidence of a formal schema in second language comprehension. In J. W. Oller (Ed.), Methods that work: Ideas for literacy and language teachers (2nd ed.) (pp. 191-205). Boston, MA: Heinle.

Devitt, S. (1997). Interacting with authentic texts: Multilayered processes. Modern Language Journal, 81, 457-469.

Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-405.

Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Harlow, UK: Pearson Education.

Herron, C., Hanley, J., & Cole, S. (1995). A comparison study of two advance organizers for introducing beginning foreign language students to video. The Modern Language Journal, 79, 387-395.

Hudson, T. (1982). The effects of induced schemata on the "short circuit" in L2 reading: Non-decoding factors in L2 reading performance. Language Learning, 32, 1-31.

Long, D. R. (1989). Second language listening comprehension: A schema-theoretic perspective. Modern Language Journal, 73, 32-40.

Mannes, S., & St. George, M. (1996). Effects of prior knowledge on text comprehension: A simple modeling approach. In B.K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 115-139). Mahwah, NJ: Lawrence Erlbaum.

Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 52, 439-481.

O’Maggio, A. (1986). A proficiency-oriented approach to listening and reading. In A. O’Maggio (Ed.), Teaching Language in Context, (pp. 121-174). Boston, MA: Heinle & Heinle.

Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17, 219-240.

Richards, J. C. (1988). Designing instructional materials for teaching listening comprehension. In Charlene J. Sato (Ed.), University of Hawaii working papers in ESL 7(1) (pp. 171-202). Honolulu, HI: University of Hawaii, Department of ESL.

Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. E. Montague (Eds.), Theoretical issues in reading comprehension (pp. 99-135). Hillsdale, NJ: Erlbaum.

Sherman, J. (1997). The effect of question preview in listening comprehension tests. Language Testing, 14, 185-213.

Taglieber, L. K., Johnson, L. L., & Yarbrough, D. B. (1988). Effects of prereading activities on EFL reading by Brazilian college students. TESOL Quarterly, 22(3), 455-472.

Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. English Language Teaching Journal, 53, 168-176.

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