Download pptx - English Language Teaching: Schema and Script Theory (Reading & writing Process with L2 perspective)

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Schema-Script Theory

Listening and Reading Process

S. Faiza Hassan

S. Faiza Hassan- MS Applied Linguistics

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• Comprehension−Knowledge stored in reader’s mind and

the Process through which readers tackle it.• Reading: knowing language, processing it to

get meaning out of it.

• For Example:−Rain

• Good weather• Things to be covered by plastic sheets• Chill• Slippery roads• Not a day for new/favourite sandals

Meaning

S. Faiza Hassan-MS Applied Linguistics

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Schema Theory


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• Schema −It is the background information which

facilitates comprehension of written or spoken text.• What the text is about?

• Culture specific

• Individual specific

Schema Theory


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Examples1. ‘Shall I compare thee to a pleasant

summer’s day- Shakespeare’ {in South Asia (Pakistan, India, Bangladesh) Summers are not considered pleasant and it appears mockery to them}

2. ‘Persimmon being a deciduous plant reacts unhappily to change of pot in spring’. Daily Dawn {makes sense to people who know the word deciduous}

3. ‘Readers, suppose you were an idiot and suppose you were member of congress, but then I repeat myself.’-Mark Twain (Samuel Clemens) {makes sense to people who know Mark Twains stance on Politics}


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Further elaboration on e.g. 3• ‘Readers, suppose you were an idiot and

suppose you were member of congress, but then I repeat myself.’ Mark Twain

• ‘All congresses and Parliaments have kindly feeling for idiots, and a compassion for them, on account of personal experience and heredity.’ Mark Twain

• ‘Fleas can be taught nearly anything that a congressman can.’ Mark Twain−When learners are exposed to several texts

containing similar idea it starts making sense to them as a schema starts developing.


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Studies• Adams (1983)

−Learners were good at learning vocabulary in L1−Sharing ‘what the text is about’ helped learners in

both languages (L1 & L2) equally.

• Patricia Carrell (1984)−Lack of context affected comprehension−L2 learners found use of vague words like things

and facilities instead of clothes and washing machine a hindrance.

• Roller and Motambo (1992)−Speakers of Shona remembered more text in

English then in their mother tongueS. Faiza Hassan-MS Applied Linguistics

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Scriptsand discourse


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Script• Coined by Roger Schank-1977• Computer programs

− Do not know the obvious thing that humans take for granted; context

• Ali had a sandwich at the cafe (talked to sales person, chose a flavour, paid, used a table & chair, might have taken a drink or sauces)

• Schank and Abel (1977)

A predetermined , stereotyped sequence of actions that defines a well-known situation

• Schank; ‘the scrpit has remained an influential view of how memory is organized’S. Faiza Hassan-MS Applied Linguistics

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Script Theory• Script is a template of conversation/actions that

exists in Language Learners mind for a situation

• Universal− Ticketing (go to ticket counter, greet, ask rates, ask for

discounts, pay, get the ticket)− Accommodation

• Culture specific templates− Seeking help from neighbors (in some cultures you must

go in their house and chat; in others you wait outside)

• Absence of any such template− unpleasant surprise: “I want somebody to proofread an article

I have written” this naïve request from an L2 PhD met several responses of “I want never gets” by L1 speakers on Linkedin


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Benefits for the teacher• Increased awareness reading &

writing difficulties−Comprehension of spoken or written or

spoken text involves knowledge of script and initiation of activation of schema

−For written text learners have to depend on their own script only.

−Literacy skills: writing system of L1 is very different from that of L2

−Cognitive deficits: difficulty of processing information in a second language.


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• Teaching Schemas: −cross cultural awareness

• thanking people• Asking for help


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Schema and script theory• Reading is building learners

background knowledge

• Application:1. Teaching vocabulary-Context facilitates

learning and retaining new vocabulary.2. Pre-Reading Activities3. Series of long connected reading

passages instead of short unconnected passages

4. Devising mental processing activities; labeling diagrams, developing a flowchart, narrating the read story to a peer.


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Key Lessons


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Key lessons• Developing schema and knowledge

of script goes hand in hand with developing receptive language skills

• Cultural differences in L1 and L2 can prove a hindrance for learning L2

• Learners need to develop ability to process information embedded in spoken or written text


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Questions & Comments
