7th IATEFL ELTA Conference, Novi Sad, May 22-24 The 7th IATEFL ELTA International Annual Conference brings about many changes and you are cordially invited to experience those new delights and novelties either…

On the roles of memory, learner schematic knowledge and the teacher orientation in facilitating language learning 

By Mahnaz Azad

Abstract

Comprehending the stream of words is a complicated process which involves the integration of both prior-knowledge and incoming information operating within the cognitive system. Content schemata or the back ground knowledge is a factor that influences second and foreign language learning. This article attempts to explore the role of the teacher orientation in facilitating the storage and retrieval of memory and also, in activating schemata in the process of language learning. In this regard, first the structure of memory will be explained briefly and then the notion of schemata and its potential as a more general principle of information processing will be elaborated. Then after, the role of the teacher in activating relevant background knowledge and developing autonomy and independence in students will be presented in details. An effort has been made to restrict the discussion as much as possible; however, the implications presented here can be applied to and drawn on areas of language learning and teaching. While the research in this domain encompasses a great deal of literature which can not be covered in its entirety here, it is hoped that this discussion will provide readers with an overview in this area. (more…)

By Akram Faravani

Abstract

This study investigates the effect of portfolios on students’ critical thinking ability, reading comprehension ability, and reading achievement. 32 students participated in this project and responded to 3 tests of (a) schema-based reading test, (b) a disclosed reading comprehension subtest of the TOEFL, and (c) a Persian critical thinking test as pre-test and post-test. Reading portfolios were implemented in the experimental group while in the control group the readings were practiced in a traditional way. The results indicated that portfolios could promote students’ critical thinking ability. Findings also demonstrated that reading portfolios improved student’s reading achievement and reading comprehension ability. (more…)