The Investigation of Reading Strategy Use of EFL Learners in Different Background Knowledge Texts

Weng Peishi 
(English Department, Tamkang University, Taiwan)

Abstract: Schema is known to play a significant role in assisting reading comprehension. It provides scaffolding for readers to comprehend a reading text. Following this schema theory, copies of research studies indicated that the importance of background knowledge in reading comprehension (Carrell, 1984; Pritchard, 1990). In addition, not only background knowledge, Coady (1979) claimed that reading process requires strategies, background knowledge, and other conceptual abilities. Based on above discussion, this present study investigates the reading strategy use of different background reading texts. 61 college students were involved in this study to complete the reading strategy questionnaire related to background knowledge for different background reading passages. Moreover, the subjects need to record the difficulties when reading familiar and unfamiliar reading texts. Based on the findings, implications are presented to help language teachers to build learners background knowledge when reading different types of reading texts.

Key words: reading strategy, background knowledge, schema