Effectiveness of Schema-based English Listening Teaching Mode in Secondary Vocational Schools (Published)
The paper discusses how a schema-based English listening teaching paradigm can help Secondary Vocational Schools (SVSs). SVS English instruction has prioritized grammar, vocabulary, and reading comprehension over hearing. A lack of teacher preparation and large classes with diverse English proficiency has hampered students’ English listening experience. To support integrated language learning curricular revisions, the paper emphasizes listening skills for efficient communication. A thorough literature review covers schema theory, schema classification, and listening comprehension. The schema-based teaching model applies pre-, while-, and post-listening stages based on schema theory and Underwood’s “three stages” hypothesis. Students’ involvement, comprehension, and participation enhance with this technique. Student involvement and comprehension improve with schema-based instruction in an SVS. The study offers pre-listening activities to activate schemas and develop new ones, while-listening tactics to scaffold comprehension, and post-listening activities to solidify learning. Phonetic awareness, prior knowledge, and listening skills remain issues for students. Continuous theoretical knowledge enrichment and new teaching practices are needed to improve students’ listening comprehension and language ability.
Keywords: English listening comprehension, Schema, integrated language learning, schema-based English listening teaching
Content Schema, an Indispensable Part of L2 Reading Comprehension: A Review (Published)
This paper aims to explore and raise awareness of the significance of content schema as an essential component of language acquisition, principally illustrating its potent value in L2 reading comprehension. All good readers have enhanced schematic knowledge that helps them in comprehending not only texts, but lexis plus contextual information without difficulty. Activating students’ schemata helps them to become metacognitive, however, the role and importance of schemata in language acquisition has fairly remained a derelict aspect with regards to second language learning and teaching; this study therefore seeks to highlight the same for facilitating a much needed understanding required to devise and put into practice an easily adaptable way of learning and instructing possibly in L2 reading. The study may possibly pave the way for further research in the area.
Keywords: Content Schema, Contexts, Culture, Linguistic, Reading Comprehension, Schema
Activating Relevant Prior Grammatical Knowledge to Understand Poetry in EFL Teaching: Dealing With Intra-Lingual Complexity of the -Ing Form (Published)
Words end in -ing in a poem, because of the multiple functional load of the -ing form, are confusing and problematic when activating schema is needed for the grammatical reordering of words and filling in gaps of ellipses to understand the meaning of a poem. This paper investigates the effectiveness of activating EFL learners’ prior grammatical knowledge of -ing form in understanding the meaning of the parts in which they occur in two selected poems. The poems pre-teaching activities that were designed for the purpose of this study revealed that the EFL learners did not succeed in activating the relevant schema autonomously nor did the teacher’s explanation of those grammatical structures with –ing form with some examples not related to the poems bring about the positive desired effect. However, activating prior knowledge about those grammatical structures that contain the -ing form and explaining them by the teacher while teaching the poems as they occur authentically in the contexts of the poems helped the EFL learners effectively in understanding the meanings of the poems.
Keywords: Ing Form – EFL Learners – Intralingual Complexity, Schema, Teaching Poetry