Schema Theory in Language Teaching and Assessment

The International Research Foundation

for English Language Education

SCHEMA THEORY IN LANGUAGE TEACHING AND ASSESSMENT:

SELECTED REFERENCES

(last updated 19 May 2014)

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.

Ajideh, P. (2003). Schema theory-based pre-teaching tasks: A neglected essential in the ESL reading class. The Reading Matrix, 3(1), 1-14.

Alba, J. W., & Hasher, L. (1983). Is memory schematic? Psychological Bulletin, 93, 203-231.

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.

Anderson, R. C., & Pearson, P. D. (1988). A schema-theoretic view of basic processes in reading comprehension. In P. Carrell, J. Devine & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 37-55). Cambridge, UK: Cambridge University Press.

Aron, H. (1986). The influence of background knowledge on memory for reading passages by native and nonnative readers. TESOL Quarterly, 20, 136-140.

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

Brewer, W. F., & Nakamura, G. V. (1984). The nature and functions of schemas. In R. S. Wyer, Jr. & T. K. Srull (Eds.), Handbook of social cognition (pp. 119-160). Hillsdale, NJ: Erlbaum.

Brewer, W. F., & Treyens, J. C. (1981). Role of schemata in memory for places. Cognitive Psychology, 13(2), 207-230.

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. (1988). Some causes of text-boundedness and schema interference. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 101-113). Cambridge, UK: Cambridge University Press.

Carrell, P. L. (1984). Schema theory and ESL reading: Classroom implications and applications. Modern Language Journal, 68, 332-342.

Carrell, P. L. (1983). Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language, 1(2), 81-92.

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.

Carrell, P. L. (1983). Three components of background knowledge in reading comprehension. Language Learning, 33, 183-207.

Carrell, P.L., & Wallace, B. (1983). Background knowledge: Content and familiarity in reading comprehension. In M. Clarke & J. Handscombe (Eds.), On TESOL ’82 (pp. 295-308). Washington DC: TESOL.

Chen, H., & Graves, M. F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stories. TESOL Quarterly, 29, 663-686.

Chihara, T., Sakurai, T., & Oller, J. W. Jr. (1989). Background and culture as factors in EFL reading comprehension. In J. W. Oller Jr. & J. Jonz (Eds.), Cloze and coherence (pp. 135-147). London, UK: Associated University Press.

Chiang C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge and listening proficiency on EFL lecture learning. TESOL Quarterly, 26(2), 345-374.

Cook, G. (1997). Key concepts in ELT: Schemas. ELT Journal, 51(1), 86.

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

Eskey, D. E., & Grabe, W. (1988). Intertactive models for second language reading. In P. Carrell, J. Devine, and D. Eskey (Eds.), Interactive approaches to second language reading (pp. 221-238). Cambridge, UK: Cambridge University Press.

Floyd, P., & Carrell, P. L. (1987). Effects on ESL reading of teaching cultural content schemata. Language Learning, 37, 89-108.

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.

Hui, L. (2005). Chinese cultural schema on education: Implications for communication between Chinese students and Australian educators. Issues in Educational Research, 15(1), 17.

Jensen, C., & Hansen, C. (1995). The effect of prior knowledge on EAP listening-test performance. Language Testing, 12, 99-119.

Johnson, P. (1982). Effects on reading comprehension of building background knowledge. TESOL Quarterly, 16, 503-516.

Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a test. TESOL Quarterly, 15, 169-181.

Jonz, J. (1994). The effects of textual cohesion and prior knowledge on native and nonnative cloze test scores. In J. W. Oller & J. Jonz (Eds.), Cloze and coherence (pp. 269-285). London, UK: Associated University Press.

Krekeler, C. (2006). Language for special academic purposes (LSAP) testing: The effect of background knowledge revisited. Language Testing, 23, 99-130.

Lingzhu, J. (2003). Listening activities for effective top-down processing. The Internet TESL Journal, 9(11).

Long, D. R. (1989). Second language listening comprehension: A schema-theoretic perspective.Modern Language Journal, 73(1), 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.

McVee, M., Dunsmore, K., & Gavelek, J. (2005). Schema theory revisited. Review of Educational Research, 75(4), 531-566.

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

Nelson, G., & Schmid, T. (1989). ESL reading: Schema theory and standardized tests. TESOL Quarterly, 23(3), 539-543.

Nisida, H. (1999). A cognitive approach to intercultural communication based on schema theory. International Journal of Intercultural Relations, 23(5),753-777.

Obah, T. (1983). Prior knowledge and the quest for new knowledge: The third world dilemma. Journal of Reading, 27, 129-133.

Oller, J. W. Jr. (1995). Adding abstract to formal and content schemata: Results of recent work in Peircean semiotics. Applied Linguistics, 16, 273-306.

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.

Pearson, P. D. (1982). A primer for schema theory. Volta Review, 84, 25-34.

Pearson-Casanave, C. R. (1984). Communicative prereading activities: Schema theory in action. TESOL Quarterly, 18, 334-336.

Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295.

Reynolds, R. E., Taylor, M. A., Steffensen, M. S., Shirley, L. L., & Anderson, R. C. (1982). Cultural schemata and reading comprehension. Reading Research Quarterly, 17, 353-366.

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.

Rousseau, D. M. (2001). Schema, promise and mutuality: The building blocks of the psychological contract. Journal of Occupational and Organizational Psychology, 74(4), 511-541.

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.

Sasaki, M. (2000). Effects of cultural schemata on students' test-taking processes for cloze tests: A multiple data source approach.Language Testing, 17, 85-114.

Schmidt-Rinehart, B. C. (1994). The effects of topical familiarity on second language listening comprehension. The Modern Language Journal, 78, 178-189.

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.

Taylor, S. E., & Crocker, J. (1981). Schematic bases of social information processing. In E.T. Higgins, C. P. Herman & M. P. Zanna (Eds.), Social cognition: The Ontario Symposium, Vol.1 (pp. 89-134). Hillsdale, NJ: Lawrence Erlbaum.

Tuan, L. U., & Loan, B. T. K., (2010). Schema building and listening. Studies in Literature and Language,1(5), 53-65.

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

Xie, X. (2005). The influence of schema theory on foreign language reading comprehension. The English Teacher, 34, 65-75.

1

177 Webster St., #220, Monterey, CA 93940 USA

Web: / Email: