Volume 64, Issue 1, December 2022, Pages 9–13
Ouafaa Belouiza1 and Abdessallam Khamouja2
1 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
2 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
Original language: English
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Due to a variety of reasons, reading has always been a significant problem for the majority of Moroccan high school pupils. This skill reflects the various interactions and operations that the reader’s eyes and brain engage in in order to understand what they read. Teachers continue to place more emphasis on teaching vocabulary, idioms, syntax, and sentence structure than on helping pupils develop their reading comprehension. Due to the traditional reading teaching, it is difficult for teachers to cultivate students’ interest in reading (Yang, 2019). Teachers rarely take into account the importance of prior knowledge as one of the main issues with comprehension training at different competence levels. To make it more clear, Moroccan high school teachers do not provide their EFL readers with prior instructions or clear strategies to enable them to comprehend the reading material in the textbooks used. The paper highlights the importance of prior knowledge in teaching reading comprehension in order to come up with a successful classroom full of enjoyable and accurate comprehension. It is the role of the teacher to help their students become better readers by teaching them how to activate and use their prior knowledge.
Author Keywords: Reading comprehension, Schemata theory, prior knowledge, EFL students.
Ouafaa Belouiza1 and Abdessallam Khamouja2
1 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
2 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
Original language: English
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Due to a variety of reasons, reading has always been a significant problem for the majority of Moroccan high school pupils. This skill reflects the various interactions and operations that the reader’s eyes and brain engage in in order to understand what they read. Teachers continue to place more emphasis on teaching vocabulary, idioms, syntax, and sentence structure than on helping pupils develop their reading comprehension. Due to the traditional reading teaching, it is difficult for teachers to cultivate students’ interest in reading (Yang, 2019). Teachers rarely take into account the importance of prior knowledge as one of the main issues with comprehension training at different competence levels. To make it more clear, Moroccan high school teachers do not provide their EFL readers with prior instructions or clear strategies to enable them to comprehend the reading material in the textbooks used. The paper highlights the importance of prior knowledge in teaching reading comprehension in order to come up with a successful classroom full of enjoyable and accurate comprehension. It is the role of the teacher to help their students become better readers by teaching them how to activate and use their prior knowledge.
Author Keywords: Reading comprehension, Schemata theory, prior knowledge, EFL students.
How to Cite this Article
Ouafaa Belouiza and Abdessallam Khamouja, “Schemata Theory and its Application in EFL Moroccan Classrooms,” International Journal of Innovation and Scientific Research, vol. 64, no. 1, pp. 9–13, December 2022.
