Cross disciplinary effects of text factors and language of recall on reading comprehension

Reading theory provides a potentially powerful means of addressing English reading deficiencies and enhancing the reading performance of English as Foreign Language (EFL) students, including those studying at tertiary level in Indonesia. One influential psycholinguistically focused reading theory is the Schema Theory model of reading. Whilst there have been a range of research studies undertaken that draw on Schema Theory, including in the context of foreign/second language reading, to date no study has provided a complete understanding of both the main and the interaction effects of text structure and a rhetorically-oriented framework, both of which are identified as text factors that impact on L2 reading comprehension, comparing recall assessment in students’ native and target languages, and taking into consideration readers from across a range of different, discipline-specific backgrounds.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

Victoria University

Year dc:date.issued

2012

Author dc:creator

• Putra, Bambang Arya Wija

• School of Education
• 1302 Curriculum and Pedagogy

Language dc:language

en