TMS3715 ASSIGNMENT 04
,Question 1.1
Describe the schema theory and explain why you would use this
theory to teach the language skill of “reading” to your HL learners
in the FET. Make sure to give practical examples for your teaching
experience.
Schema theory is a cognitive theory that suggests that individuals use
pre-existing knowledge and experiences, or schemas, to interpret
and understand new information. Schemas are a mental framework
or structure that organize and store knowledge about a particular
concept or topic. When encountering new information, individuals
activate relevant schemas, which help them make sense of the new
information and fill in any gaps in their understanding.
In teaching the language skill of reading to home language (HL)
learners in the Further Education and Training (FET) context, using
the schema theory can be highly effective. Here are a few reasons
why:
1. Activating prior knowledge: HL learners often bring their own
cultural and linguistic backgrounds into the classroom. By tapping
into these prior experiences and knowledge, teachers can activate
relevant schemas that learners possess. For example, if teaching a
passage about food, a teacher can start by asking students about
their favourite meals in their home countries. This will activate their
prior knowledge and allow them to connect it to the reading
material, making it easier for them to understand and relate to.
2. Building background knowledge: Schema theory emphasizes the
importance of building background knowledge before engaging in
new reading activities. HL learners may have limited exposure to
certain topics or concepts due to cultural or educational gaps. By
providing background information, such as videos, pictures, or short
lectures, teachers can help learners activate appropriate schemas
and fill in any gaps in their understanding. For example, before
, starting a unit on the environment, a teacher can show a short video
about deforestation to provide learners with a foundation of
knowledge for the upcoming readings.
3. Making connections: Schema theory highlights the importance of
making connections between prior knowledge and new information.
Teachers can encourage HL learners to draw on their own
experiences, opinions, and values to connect with the reading
material. For example, after reading a news article about climate
change, teachers can ask learners to discuss their own perspectives
and experiences related to environmental issues. This not only
deepens their understanding but also helps them engage with the
text on a personal level.
4. Predicting and inference: Schema theory suggests that learners
use their existing schemas to predict and infer meaning from the
text. By explicitly teaching HL learners how to use their prior
knowledge to make predictions and inferences, teachers can
enhance their reading comprehension skills. For example, before
reading a story, teachers can ask learners to make predictions about
the characters, setting, or plot based on the title and cover image.
This activates their schemas and sets a purpose for reading.
5. Varying text types and genres: Schema theory reminds teachers of
the importance of exposing HL learners to a variety of text types and
genres. This helps broaden their range of schemas and develops their
ability to apply them across different contexts. For example, teachers
can introduce HL learners to different types of reading materials,
such as news articles, short stories, biographies, or scientific texts.
This exposure allows learners to develop diverse schema connections
and become more versatile readers.
Overall, using the schema theory in teaching reading to HL learners
in the FET context can improve their reading comprehension skills by
leveraging their existing knowledge and experiences. It allows
,Question 1.1
Describe the schema theory and explain why you would use this
theory to teach the language skill of “reading” to your HL learners
in the FET. Make sure to give practical examples for your teaching
experience.
Schema theory is a cognitive theory that suggests that individuals use
pre-existing knowledge and experiences, or schemas, to interpret
and understand new information. Schemas are a mental framework
or structure that organize and store knowledge about a particular
concept or topic. When encountering new information, individuals
activate relevant schemas, which help them make sense of the new
information and fill in any gaps in their understanding.
In teaching the language skill of reading to home language (HL)
learners in the Further Education and Training (FET) context, using
the schema theory can be highly effective. Here are a few reasons
why:
1. Activating prior knowledge: HL learners often bring their own
cultural and linguistic backgrounds into the classroom. By tapping
into these prior experiences and knowledge, teachers can activate
relevant schemas that learners possess. For example, if teaching a
passage about food, a teacher can start by asking students about
their favourite meals in their home countries. This will activate their
prior knowledge and allow them to connect it to the reading
material, making it easier for them to understand and relate to.
2. Building background knowledge: Schema theory emphasizes the
importance of building background knowledge before engaging in
new reading activities. HL learners may have limited exposure to
certain topics or concepts due to cultural or educational gaps. By
providing background information, such as videos, pictures, or short
lectures, teachers can help learners activate appropriate schemas
and fill in any gaps in their understanding. For example, before
, starting a unit on the environment, a teacher can show a short video
about deforestation to provide learners with a foundation of
knowledge for the upcoming readings.
3. Making connections: Schema theory highlights the importance of
making connections between prior knowledge and new information.
Teachers can encourage HL learners to draw on their own
experiences, opinions, and values to connect with the reading
material. For example, after reading a news article about climate
change, teachers can ask learners to discuss their own perspectives
and experiences related to environmental issues. This not only
deepens their understanding but also helps them engage with the
text on a personal level.
4. Predicting and inference: Schema theory suggests that learners
use their existing schemas to predict and infer meaning from the
text. By explicitly teaching HL learners how to use their prior
knowledge to make predictions and inferences, teachers can
enhance their reading comprehension skills. For example, before
reading a story, teachers can ask learners to make predictions about
the characters, setting, or plot based on the title and cover image.
This activates their schemas and sets a purpose for reading.
5. Varying text types and genres: Schema theory reminds teachers of
the importance of exposing HL learners to a variety of text types and
genres. This helps broaden their range of schemas and develops their
ability to apply them across different contexts. For example, teachers
can introduce HL learners to different types of reading materials,
such as news articles, short stories, biographies, or scientific texts.
This exposure allows learners to develop diverse schema connections
and become more versatile readers.
Overall, using the schema theory in teaching reading to HL learners
in the FET context can improve their reading comprehension skills by
leveraging their existing knowledge and experiences. It allows
