Effects of story grammar on reading comprehension of L2 readers of French

Schema theory has had a profound impact on second language reading research in the last decade. A schema-theoretic view of reading acknowledges the role of the reader as an active participant whose background knowledge allows him or her to reconstruct meaning from a text. Background knowledge is not only linguistic, but includes knowledge of the content area of a given text, as well as knowledge of its rhetorical organization. Few studies have focused on the effects of the rhetorical organization of texts and little research has been done on how L2 readers of French interact with narrative texts.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

French

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Riley, Gail Lynne

Contributors dc:contributor

• Savignon, S.J.

• Education, Language and Literature
• Language, Modern

Statement dc:rights

• Copyright 1990 Riley, Gail Lynne

Language dc:language

eng

Identifier

AAI9114388
(UMI)AAI9114388

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/19058