How to Cite
Abstract
Schema has been shown to influence reading and listening processes and retention of information. At the same time, it also arguably resists new information. This study aimed to find out the level of specific item recall in participants after they were given either a listening or reading input with specific altered items. It also examined the differences in the retention of participants who possessed schema of the narrative compared with those who did not possess the schema. For the specific item recall, results revealed that regardless of the type of input, the four major altered items were recalled the most. Meanwhile, the comparison between participants with schemata and without schemata showed that those with schema performed better, with participants who listened to the input and possessing schema achieving the best retention results. The results of this study highlighted the importance of narrative selection for input in teaching and learning whilst also providing evidence that cultural schema influences the type of items recalled from both types of input.
References
Baldwin, R. S., Peleg-Bruckner, Z., & McClintock, A. H. (1985). Effects of topic interest and prior knowledge on reading comprehension. Reading Research Quarterly, 20(4), 497-504.
https://doi.org/10.2307/747856
Brewer, W. F., & Nakamura, G. V. (1984). The nature and functions of schemas. In S. W. Robert & K. S. Thomas (Eds.), Handbook of social cognition (pp. 119-160). Hillsdale, NJ: Erlbaum.
Carrell, P. L. (1983, March). Some issues in studying the role of schemata, or background knowledge, in second language acquisition. Paper presented at the TESOL Convention, Toronto, Canada.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573.
https://doi.org/10.2307/3586613
Chiang, C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning. TESOL Quarterly, 26(2), 345-374.
https://doi.org/10.2307/3587009
Ellermeyer, D. (1993). Improving listening comprehension through a whole-schema approach. Early Child Development and Care, 93(1), 101-110.
https://doi.org/10.1080/0030443930930110
Kramsch, C. (1993). Context and culture. Oxford, UK: Oxford University Press.
Long, D. R. (1989). Second language listening comprehension: A schema-theoretic perspective. The Modern Language Journal, 73(1), 32-40.
https://doi.org/10.1111/j.1540-4781.1989.tb05307.x
Markham, P., & Latham, M. (1987). The influence of religion-specific background knowledge on the listening comprehension of adult second-language students. Language Learning, 37(2), 157-170.
https://doi.org/10.1111/j.1467-1770.1987.tb00563.x
Martin, J. S. (2009). Analysis on structural pattern of plotline and myths in Malaysian folktales. Unpublished undergraduate thesis. Universiti Malaysia Sarawak, Malaysia.
McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema theory revisited. Review of Educational Research, 75(4), 531-566.
https://doi.org/10.3102/00346543075004531
Pritchard, R. (1990). The effects of cultural schemata on reading processes strategies. Reading Research Quarterly, 25(4), 273-295.
https://doi.org/10.2307/747692
Reynolds, R. E., Taylor, M. A., Steffenson, M. S., Shirey, L. L., & Anderson, R. C. (1982). Cultural schemata and reading comprehension. Reading Research Quarterly, 17(3), 353-366.
https://doi.org/10.2307/747524
Sadighi, F., & Zare, S. (2006). Is listening comprehension influenced by background knowledge of the learners? A case study of Iranian EFL learners. The Linguistics Journal, 1(3), 110-126.
Schmidt-Reinhart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. The Modern Language Journal, 78(2), 179-189.
https://doi.org/10.1111/j.1540-4781.1994.tb02030.x
Shapiro, A. M. (2004). How including prior knowledge as a subject variable may change outcomes of learning research. American Educational Research Journal, 41(1), 159-189.
https://doi.org/10.3102/00028312041001159
Srull, T. K. (1983). The role of prior knowledge in the acquisition, retention, and use of new information. Advances in Consumer Research, 10, 572-576.
Tomaszewski, Z., & Binsted, K. (2007). The limitations of a Propp-based approach to interactive drama. In B. S. Magerko & M. A. Riedl (Eds.), Intelligent narrative technologies: Papers from AAAI Fall Symposium (pp. 166-172). Menlo Park, CA: AAAI Press.
Vidal, K. (2011). A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61(1), 219-258.
Copyright Transfer Statement for Journal
1) In signing this statement, the author(s) grant UNIMAS Publisher an exclusive license to publish their original research papers. The author(s) also grant UNIMAS Publisher permission to reproduce, recreate, translate, extract or summarize, and to distribute and display in any forms, formats, and media. The author(s) can reuse their papers in their future printed work without first requiring permission from UNIMAS Publisher, provided that the author(s) acknowledge and reference publication in the Journal.
2) For open access articles, the author(s) agree that their articles published under UNIMAS Publisher are distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License) which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the author(s) is properly cited.
3) For subscription articles, the author(s) agree that UNIMAS Publisher holds copyright, or an exclusive license to publish. Readers or users may view, download, print, and copy the content, for academic purposes, subject to the following conditions of use: (a) any reuse of materials is subject to permission from UNIMAS Publisher; (b) archived materials may only be used for academic research; (c) archived materials may not be used for commercial purposes, which include but not limited to monetary compensation by means of sale, resale, license, transfer of copyright, loan, etc.; and (d) archived materials may not be re-published in any part, either in print or online.
4) The author(s) is/are responsible to ensure his or her or their submitted work is original and does not infringe any existing copyright, trademark, patent, statutory right, or propriety right of others. Corresponding author(s) has (have) obtained permission from all co-authors prior to submission to the journal. Upon submission of the manuscript, the author(s) agree that no similar work has been or will be submitted or published elsewhere in any language. If submitted manuscript includes materials from others, the authors have obtained the permission from the copyright owners.
5) In signing this statement, the author(s) declare(s) that the researches in which they have conducted are in compliance with the current laws of the respective country and UNIMAS Journal Publication Ethics Policy. Any experimentation or research involving human or the use of animal samples must obtain approval from Human or Animal Ethics Committee in their respective institutions. The author(s) agree and understand that UNIMAS Publisher is not responsible for any compensational claims or failure caused by the author(s) in fulfilling the above-mentioned requirements. The author(s) must accept the responsibility for releasing their materials upon request by Chief Editor or UNIMAS Publisher.
6) The author(s) should have participated sufficiently in the work and ensured the appropriateness of the content of the article. The author(s) should also agree that he or she has no commercial attachments (e.g. patent or license arrangement, equity interest, consultancies, etc.) that might pose any conflict of interest with the submitted manuscript. The author(s) also agree to make any relevant materials and data available upon request by the editor or UNIMAS Publisher.