Date:
May 1996
Page No.:
27
Writer(s):
Suzanne Collins, Hidetsugu Tajika, Aichi University of Education
Initial studies with second language learners, employing elaborative inferencing
tasks, appear to contradict some ideas about the usefulness of schema theory
for teaching reading to students of English as a foreign language. Learning
instructions designed to activate instrumental inferencing in single sentence
contexts may have a negative effect on recall, suggesting that they may disrupt
processing during initial contact with the text.
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