Andere Kunden interessierten sich auch für
![An ESL Study Analyzing the Factors Affecting Speaking Skill]( "An ESL Study Analyzing the Factors Affecting Speaking Skill")
An ESL Study Analyzing the Factors Affecting Speaking Skill34,99 €![The Influential Factors of the English Motivational Self System]( "The Influential Factors of the English Motivational Self System")
The Influential Factors of the English Motivational Self System26,99 €![The Italian Translation of]( "The Italian Translation of")
The Italian Translation of "Under Milk Wood"16,99 €![Text Structure Awareness Impact on ESP Learners¿ Reading Comprehension]( "Text Structure Awareness Impact on ESP Learners¿ Reading Comprehension")
Text Structure Awareness Impact on ESP Learners¿ Reading Comprehension42,99 €![Under Trees of Coffee in Yemen]( "Under Trees of Coffee in Yemen")
Under Trees of Coffee in Yemen26,99 €![Reader's Theater and Its Impact on Reading Comprehension and Speaking]( "Reader's Theater and Its Impact on Reading Comprehension and Speaking")
Reader's Theater and Its Impact on Reading Comprehension and Speaking22,99 €![The Self-Regulated Reading Process of Foreign Language Learners]( "The Self-Regulated Reading Process of Foreign Language Learners")
The Self-Regulated Reading Process of Foreign Language Learners51,99 €
Reading in a second language is an interesting area of research because the factors affecting reading have brought about much controversy in related theory and research. Particularly, schema theory has raised long-term debate about whether background knowledge facilitates or impedes reading comprehension. In recognition of such issue, the current research was conducted to examine the impact of background knowledge on second language reading comprehension. Additionally, the impact of time constraint on reading comprehension was also investigated. Thirty-one students of intermediate level of English in Le Quy Don high school, Vietnam took part in the study. Four cloze texts, two of familiar topics and two of unfamiliar topics, were administered under the conditions of limited time and unlimited time. The results revealed significantly positive effects of background knowledge and no time constraint on second language reading comprehension. Further, a significant interaction between background knowledge and time constraint was found. These findings have important implications for second language pedagogy in view of standardized and classroom assessment of reading performance.