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Research into the relationship between schema
knowledge and language comprehension has mostly
focused on examining the effect of existence or
non-existence of stereotypical schema, making use of
conventional and predictable linguistic input. The
obtained results, however, may not be completely
generalizable to real language use that often exceeds
the limits of pre-established frames. With this in
mind, the express purpose of the present study was to
explore the effects of employing non-conventional and
atypical input on listening comprehension of EFL
learners at different levels of language proficiency.
Students and researchers interested in cognitive
processes involved in message comprehension,
specifically the trade-off between assimilation and
accommodation mechanisms, will find intriguing
psycholinguistic facts in the current investigation.
knowledge and language comprehension has mostly
focused on examining the effect of existence or
non-existence of stereotypical schema, making use of
conventional and predictable linguistic input. The
obtained results, however, may not be completely
generalizable to real language use that often exceeds
the limits of pre-established frames. With this in
mind, the express purpose of the present study was to
explore the effects of employing non-conventional and
atypical input on listening comprehension of EFL
learners at different levels of language proficiency.
Students and researchers interested in cognitive
processes involved in message comprehension,
specifically the trade-off between assimilation and
accommodation mechanisms, will find intriguing
psycholinguistic facts in the current investigation.