the analysis of schemata roles in reading and listening comprehension in English Language Educators

The aim of this article is addressing the effect of cultural and linguistic familiarity with a text on the reading and listening comprehension and the duration of reading the text. In this study, Schema theory was adopted as a theoretical model which refers to our existing knowledge of the world. This theory was posed at first by Kant, but it was Bartlett who developed and applied it. According to schema theory, processing the text is facilitated by this existing knowledge accumulated in the mind of reader/listener (mental models). To do this, three texts of the 2021 IELTS READING RECENT ACTUAL TESTS book from the section of The history of woodland in Britain were given to three groups (control group, the group with any familiarity linguistic schemata of the texts, and the group familiar with cultural schemata of the texts), each comprised of 30 people. To investigate the effect of schemata on reading comprehension, listening comprehension and reading duration, and to compare these group to each other, the three groups participated in three tests. The results show that control group obtained lower score than the two other groups. The group that was familiar with linguistic schemata of texts got better score than the group familiar with cultural schemata of the text.