Abstract:
It has been seen that schema-theoretic applications do not always result in improvements in comprehension, particularly where they result in insufficient attention to textual detail, or where there is an increase in schema- interference by, for example, the activation of dominant or negative schemata. Also, there is some evidence that the contextual and background information provided may not always even be utilised by the learners.However, there can be little doubt that schema theory has also positively influenced the teaching of reading and that prereading activities - building up absent schemata and activating resident schemata - can improve L2 reader comprehension in many situations. Therefore, it would seem sensible for teachers to employ such activities but not to blindly assume that the expected effect is actually occurring. In other words, teachers should take the time to verify the usefulness of the activities they use and pay attention to possible schema-interference or non-activation. The focus of this study was on the evaluation of pre-reading tasks and schema activation activities in teaching reading. To evaluate the effects of the pre-reading tasks and schema activation activities on reading comprehension, this study made use of research. The research was carried out with two groups of the prep-class SOFL students of Selçuk University.
