Text-Frame Relationships and ESL.
Saved in:
| Title: | Text-Frame Relationships and ESL. |
|---|---|
| Language: | English |
| Authors: | Burquest, Donald A., Henry, Floreen Barger |
| Peer Reviewed: | N |
| Page Count: | 14 |
| Publication Date: | 1988 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers |
| Descriptors: | Cultural Awareness, Cultural Context, English (Second Language), Reading Comprehension, Second Language Instruction, Textbook Content, Textbook Preparation |
| Abstract: | The relationship of contextual background to comprehension of written texts is discussed with reference to instruction in English as a second language (ESL). A theory advanced by Kerry Stewart Robichaux proposes six possible relationships between a text and its cultural "frame." Applications of the six text-frame relationships to foreign language instruction are outlined for the areas of assessing comprehension complexity, the ordering of texts within the curriculum, and assessing student performance. It is concluded that because effective, fluent reading involves prediction, which in turn requires cultural information, Robichaux's approach to the text-frame relationship can be useful to teach culture effectively, and language within that cultural framework, with variety and interest. Implications for textbook design and sequencing of materials are discussed. (MSE) |
| Entry Date: | 1989 |
| Accession Number: | ED303037 |
| Database: | ERIC |
| Abstract: | The relationship of contextual background to comprehension of written texts is discussed with reference to instruction in English as a second language (ESL). A theory advanced by Kerry Stewart Robichaux proposes six possible relationships between a text and its cultural "frame." Applications of the six text-frame relationships to foreign language instruction are outlined for the areas of assessing comprehension complexity, the ordering of texts within the curriculum, and assessing student performance. It is concluded that because effective, fluent reading involves prediction, which in turn requires cultural information, Robichaux's approach to the text-frame relationship can be useful to teach culture effectively, and language within that cultural framework, with variety and interest. Implications for textbook design and sequencing of materials are discussed. (MSE) |
|---|
