Patricia L Carrell
Dados Biográficos
| ID | 738272 |
|---|---|
| NOME | Patricia L Carrell |
| PRENOMES | Patricia L |
| SOBRENOME | Carrell |
| ASSINATURA | CARRELL P L |
| AFILIAÇÕES | Southern Illinois University Carbondale |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 185 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1977 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 1996 |
| ÍNDICE H | 10 |
Personality Types and Language Learning in an EFL Context
This paper presents the results of a study of the relationships between the personality types of a group of English as a foreign language (EFL) students in Indonesia and various measures of their academic performance in a semester-long course including a series of EFL language measures.Students were the entering class of English majors (N=76) at a university in Indonesia in the fall of 1991. We tracked them through their performance in an Integra…
Awareness of Text Structure
Research in second language reading has shown relationships among reading comprehension, reading strategies, and metacognitive awareness of reading strategies (Block, 1986; Barnett, 1988; Carrell, 1989, Carrell, Pharis, & Liberto, 1989). Moreover, research with native speakers of English has shown differences in speakers' awareness of particular expository text structures (comparison/contrast, description, causation, and problem/solution) and the…
Second Language Reading
The extent to which reading in a second language is a function of the transfer of first language reading abilities or of language proficiency in the second language has been a matter of debate for some time (Clarke 1979, 1980; Alderson 1984). Although studies of this question have been carried out, a major problem in the design of these studies has been their failure to gather sufficient information. What has been missing is sufficient informatio…
Reading-Writing Relationships in First and Second Language
Joan Eisterhold Carson, Patricia L. Carrell, Sandra Silberstein, Barbara Kroll, Phyllis A. Kuehn, Reading-Writing Relationships in First and Second Language, TESOL Quarterly, Vol. 24, No. 2 (Summer, 1990), pp. 245-266
Metacognitive Strategy Training for ESL Reading
Recent research in second language reading has focused on metacognition, literally, cognition of cognition. These studies investigate metacognitive awareness of reading strategies and the relationships among perception of strategies, strategy use, and reading comprehension. Strategy research suggests that less competent learners may improve their skills through training in strategies evidenced by more successful learners. Relatively little resear…
Interactive Approaches to Second Language Reading (Cambridge Applied Linguistics Series)
Tuck in Your Shirt, You Squid
A discourse completion questionnaire consisting of 60 situations designed to elicit suggestions in English was administered to 28 native speakers of Chinese or Malay and 12 native speakers of American English. The purpose of the study was to determine what, if any, differences exist between the way adult native speakers and nonnative speakers make suggestions and what implications there may be, if any, for the ESL classroom teacher in helping stu…
Content and Formal Schemata in ESL Reading
This article reports the results of an experiment investigating the simultaneous effects on ESL reading comprehension of both culture-specific content schemata and formal schemata, as well as any potential interaction between them. In the study, high-intermediate ESL students read, recalled, and answered questions about each of two texts. For each of two groups of readers (students of Muslim and Catholic/Spanish backgrounds), one text had cultura…
Effects on ESL Reading of Teaching Cultural Content Schemata
Research by Gatbonton and Tucker (1971) showed that due to cultural misunderstandings, EFL students drew incorrect assumptions when reading unfamiliar texts; however, when provided with pertinent cultural information, their performance increased significantly. Similar findings were reported by Yousef (1968). Steffensen, Joag-dev, and Anderson (1979) demonstrated that implicit cultural knowledge presupposed by a text and the reader's own cultural …
Facilitating ESL Reading by Teaching Text Structure
Recent research has shown that the rhetorical organization of narrative and expository texts interacts with the formal schemata of native English-speaking readers (the readers' background knowledge of and experience with textual organization) to affect reading. Researchers have recently shown that formal, rhetorical schemata have similar effects on reading in English as a second language. Moreover, the research in native English reading has shown…
The Effects of Rhetorical Organization on ESL Readers
Theoretical as well as empirical research within the framework of schema-theoretical approaches to reading has shown reading comprehension to be an interaction between a text and a reader. More specifically, the interaction involves reader background knowledge of text structure and the hierarchical content structure of the text. In her investigations of both adult and adolescent native readers of English, Meyer (1975, 1977a, 1977b, 1979, 1982; Me…
Inferencing in Esl
One aspect of pragmatic competence in a second language is the ability to draw correct inferences. Much of the information conveyed by a text, or even a single sentence, is not conveyed directly as the literal meaning of that text or sentence, but is rather conveyed only indirectly, as inferences which are to be drawn from the text or sentence. The process of comprehending a text or sentence, then, is at least partially the process of drawing cor…
Evidence of a Formal Schema in Second Language Comprehension
Research on discourse comprehension has shown that comprehension is determined not only by the local effects (sentences or paragraphs), but also by the overall organization of a text. Each type of text-e.g., stories, fables, expository and scientific texts-has its own conventional structure; knowledge of these conventions aids listeners or readers in comprehending the text as well as in recalling it later (Kintsch and van Dijk 1975; Meyer 1975; T…
Language Development, I
Language Development, 2
Schema Theory and ESL Reading Pedagogy
This article discusses the important role of background knowledge in a psycholinguistic model of EFL/ESL reading and demonstrates the relevance of schema-theoretic views of reading to the teaching of reading to EFL/ESL students. According to schema theory, reading comprehension is an interactive process between the text and the reader's prior background knowledge (Adams and Collins 1979, Rumelhart 1980). Reading comprehension involves one's knowl…
Three Components of Background Knowledge in Reading Comprehension1
Research in native (English) and nonnative (ESL) reading comprehension has shown that the ability to understand texts is based not only on the comprehender's linguistic knowledge, but also on general knowledge of the world and the extent to which that knowledge is activated during processing. Separate components of background knowledge which have been identified in the literature are: (1) prior knowledge in the content area of the text (familiar …
Cohesion Is Not Coherence
The purpose of this paper is to criticize the concept of cohesion as a measure of the coherence of a text. The paper begins with a brief overview of Halliday and Hasan's (1976) cohesion concept as an index of textual coherence. Next, the paper criticizes the concept of cohesion as a measure of textual coherence in the light of schema-theoretical views of text processing (e.g. reading) as an interactive process between the text and the reader. Thi…
Children's understanding of indirect requests
Based on Clark & Lucy's (1975) study of adult comprehension of different types of indirect requests, this study addresses the questions: ‘How well are children aged 4 to 7 able to understand these same indirect requests?’ and ‘How does the relation between request type and ease of comprehension compare from children to adults?’ Results showed: (1) these children are able to comprehend a wide variety of indirect requests; (2) there is a general de…
On presupposition and speaker‐beliefs
This paper reports the findings of a study designed to test Karttunen's (1973) theoretical linguistic distinction between “plugs”; and “holes.”; A basic assumption was that if this distinction is psychologically real for members of the English speech community, it ought to be empirically verifiable. The investigators were also interested in the question of how non‐native speakers of English, as compared with native speakers, behave with respect t…
Politeness
This study investigated the judgments of politeness made by both native speakers of American English and nonnative ESL learners with varied language backgrounds. The judgments were made on eight different request strategies in English, using the method of rank orderings in a contextualized condition. The eight strategies tested were systematically varied across three syntactic/semantic features generally regarded in the theoretical literature (e.…
Implications of if ‐ verbs
Empirical Investigations of Indirectly Conveyed Meaning
The theoretical linguistic distinction between assertion and presupposition was empirically tested with two groups of subjects-young children acquiring English as their first language and adults acquiring English as a second language. The distinction was tested via measurement of the frequency of perceptual errors as a function of differences between asserted information and presupposed information in cleft and pseudo-cleft sentence patterns. Sub…
Facilitating ESL Reading by Teaching Text Structure
Recent research has shown that the rhetorical organization of narrative and expository texts interacts with the formal schemata of native English-speaking readers (the readers' background knowledge of and experience with textual organization) to affect reading. Researchers have recently shown that formal, rhetorical schemata have similar effects on reading in English as a second language. Moreover, the research in native English reading has shown…
Content and Formal Schemata in ESL Reading
This article reports the results of an experiment investigating the simultaneous effects on ESL reading comprehension of both culture-specific content schemata and formal schemata, as well as any potential interaction between them. In the study, high-intermediate ESL students read, recalled, and answered questions about each of two texts. For each of two groups of readers (students of Muslim and Catholic/Spanish backgrounds), one text had cultura…
Three Components of Background Knowledge in Reading Comprehension1
Research in native (English) and nonnative (ESL) reading comprehension has shown that the ability to understand texts is based not only on the comprehender's linguistic knowledge, but also on general knowledge of the world and the extent to which that knowledge is activated during processing. Separate components of background knowledge which have been identified in the literature are: (1) prior knowledge in the content area of the text (familiar …
Schema Theory and ESL Reading Pedagogy
This article discusses the important role of background knowledge in a psycholinguistic model of EFL/ESL reading and demonstrates the relevance of schema-theoretic views of reading to the teaching of reading to EFL/ESL students. According to schema theory, reading comprehension is an interactive process between the text and the reader's prior background knowledge (Adams and Collins 1979, Rumelhart 1980). Reading comprehension involves one's knowl…
Politeness
This study investigated the judgments of politeness made by both native speakers of American English and nonnative ESL learners with varied language backgrounds. The judgments were made on eight different request strategies in English, using the method of rank orderings in a contextualized condition. The eight strategies tested were systematically varied across three syntactic/semantic features generally regarded in the theoretical literature (e.…
The Effects of Rhetorical Organization on ESL Readers
Theoretical as well as empirical research within the framework of schema-theoretical approaches to reading has shown reading comprehension to be an interaction between a text and a reader. More specifically, the interaction involves reader background knowledge of text structure and the hierarchical content structure of the text. In her investigations of both adult and adolescent native readers of English, Meyer (1975, 1977a, 1977b, 1979, 1982; Me…
Awareness of Text Structure
Research in second language reading has shown relationships among reading comprehension, reading strategies, and metacognitive awareness of reading strategies (Block, 1986; Barnett, 1988; Carrell, 1989, Carrell, Pharis, & Liberto, 1989). Moreover, research with native speakers of English has shown differences in speakers' awareness of particular expository text structures (comparison/contrast, description, causation, and problem/solution) and the…
Cohesion Is Not Coherence
The purpose of this paper is to criticize the concept of cohesion as a measure of the coherence of a text. The paper begins with a brief overview of Halliday and Hasan's (1976) cohesion concept as an index of textual coherence. Next, the paper criticizes the concept of cohesion as a measure of textual coherence in the light of schema-theoretical views of text processing (e.g. reading) as an interactive process between the text and the reader. Thi…
Reading-Writing Relationships in First and Second Language
Joan Eisterhold Carson, Patricia L. Carrell, Sandra Silberstein, Barbara Kroll, Phyllis A. Kuehn, Reading-Writing Relationships in First and Second Language, TESOL Quarterly, Vol. 24, No. 2 (Summer, 1990), pp. 245-266
Metacognitive Strategy Training for ESL Reading
Recent research in second language reading has focused on metacognition, literally, cognition of cognition. These studies investigate metacognitive awareness of reading strategies and the relationships among perception of strategies, strategy use, and reading comprehension. Strategy research suggests that less competent learners may improve their skills through training in strategies evidenced by more successful learners. Relatively little resear…
Evidence of a Formal Schema in Second Language Comprehension
Research on discourse comprehension has shown that comprehension is determined not only by the local effects (sentences or paragraphs), but also by the overall organization of a text. Each type of text-e.g., stories, fables, expository and scientific texts-has its own conventional structure; knowledge of these conventions aids listeners or readers in comprehending the text as well as in recalling it later (Kintsch and van Dijk 1975; Meyer 1975; T…
Effects on ESL Reading of Teaching Cultural Content Schemata
Research by Gatbonton and Tucker (1971) showed that due to cultural misunderstandings, EFL students drew incorrect assumptions when reading unfamiliar texts; however, when provided with pertinent cultural information, their performance increased significantly. Similar findings were reported by Yousef (1968). Steffensen, Joag-dev, and Anderson (1979) demonstrated that implicit cultural knowledge presupposed by a text and the reader's own cultural …
Inferencing in Esl
One aspect of pragmatic competence in a second language is the ability to draw correct inferences. Much of the information conveyed by a text, or even a single sentence, is not conveyed directly as the literal meaning of that text or sentence, but is rather conveyed only indirectly, as inferences which are to be drawn from the text or sentence. The process of comprehending a text or sentence, then, is at least partially the process of drawing cor…
Tuck in Your Shirt, You Squid
A discourse completion questionnaire consisting of 60 situations designed to elicit suggestions in English was administered to 28 native speakers of Chinese or Malay and 12 native speakers of American English. The purpose of the study was to determine what, if any, differences exist between the way adult native speakers and nonnative speakers make suggestions and what implications there may be, if any, for the ESL classroom teacher in helping stu…
Personality Types and Language Learning in an EFL Context
This paper presents the results of a study of the relationships between the personality types of a group of English as a foreign language (EFL) students in Indonesia and various measures of their academic performance in a semester-long course including a series of EFL language measures.Students were the entering class of English majors (N=76) at a university in Indonesia in the fall of 1991. We tracked them through their performance in an Integra…
Empirical Investigations of Indirectly Conveyed Meaning
The theoretical linguistic distinction between assertion and presupposition was empirically tested with two groups of subjects-young children acquiring English as their first language and adults acquiring English as a second language. The distinction was tested via measurement of the frequency of perceptual errors as a function of differences between asserted information and presupposed information in cleft and pseudo-cleft sentence patterns. Sub…
Empirical Investigations of Indirectly Conveyed Meaning
The theoretical linguistic distinction between assertion and presupposition was empirically tested with two groups of subjects-young children acquiring English as their first language and adults acquiring English as a second language. The distinction was tested via measurement of the frequency of perceptual errors as a function of differences between asserted information and presupposed information in cleft and pseudo-cleft sentence patterns. Sub…
Implications of if ‐ verbs
Children's understanding of indirect requests
Based on Clark & Lucy's (1975) study of adult comprehension of different types of indirect requests, this study addresses the questions: ‘How well are children aged 4 to 7 able to understand these same indirect requests?’ and ‘How does the relation between request type and ease of comprehension compare from children to adults?’ Results showed: (1) these children are able to comprehend a wide variety of indirect requests; (2) there is a general de…
On presupposition and speaker‐beliefs
This paper reports the findings of a study designed to test Karttunen's (1973) theoretical linguistic distinction between “plugs”; and “holes.”; A basic assumption was that if this distinction is psychologically real for members of the English speech community, it ought to be empirically verifiable. The investigators were also interested in the question of how non‐native speakers of English, as compared with native speakers, behave with respect t…
Politeness
This study investigated the judgments of politeness made by both native speakers of American English and nonnative ESL learners with varied language backgrounds. The judgments were made on eight different request strategies in English, using the method of rank orderings in a contextualized condition. The eight strategies tested were systematically varied across three syntactic/semantic features generally regarded in the theoretical literature (e.…
Cohesion Is Not Coherence
The purpose of this paper is to criticize the concept of cohesion as a measure of the coherence of a text. The paper begins with a brief overview of Halliday and Hasan's (1976) cohesion concept as an index of textual coherence. Next, the paper criticizes the concept of cohesion as a measure of textual coherence in the light of schema-theoretical views of text processing (e.g. reading) as an interactive process between the text and the reader. Thi…
Language Development, I
Language Development, 2
Schema Theory and ESL Reading Pedagogy
This article discusses the important role of background knowledge in a psycholinguistic model of EFL/ESL reading and demonstrates the relevance of schema-theoretic views of reading to the teaching of reading to EFL/ESL students. According to schema theory, reading comprehension is an interactive process between the text and the reader's prior background knowledge (Adams and Collins 1979, Rumelhart 1980). Reading comprehension involves one's knowl…
Three Components of Background Knowledge in Reading Comprehension1
Research in native (English) and nonnative (ESL) reading comprehension has shown that the ability to understand texts is based not only on the comprehender's linguistic knowledge, but also on general knowledge of the world and the extent to which that knowledge is activated during processing. Separate components of background knowledge which have been identified in the literature are: (1) prior knowledge in the content area of the text (familiar …
The Effects of Rhetorical Organization on ESL Readers
Theoretical as well as empirical research within the framework of schema-theoretical approaches to reading has shown reading comprehension to be an interaction between a text and a reader. More specifically, the interaction involves reader background knowledge of text structure and the hierarchical content structure of the text. In her investigations of both adult and adolescent native readers of English, Meyer (1975, 1977a, 1977b, 1979, 1982; Me…
Inferencing in Esl
One aspect of pragmatic competence in a second language is the ability to draw correct inferences. Much of the information conveyed by a text, or even a single sentence, is not conveyed directly as the literal meaning of that text or sentence, but is rather conveyed only indirectly, as inferences which are to be drawn from the text or sentence. The process of comprehending a text or sentence, then, is at least partially the process of drawing cor…
Evidence of a Formal Schema in Second Language Comprehension
Research on discourse comprehension has shown that comprehension is determined not only by the local effects (sentences or paragraphs), but also by the overall organization of a text. Each type of text-e.g., stories, fables, expository and scientific texts-has its own conventional structure; knowledge of these conventions aids listeners or readers in comprehending the text as well as in recalling it later (Kintsch and van Dijk 1975; Meyer 1975; T…
Facilitating ESL Reading by Teaching Text Structure
Recent research has shown that the rhetorical organization of narrative and expository texts interacts with the formal schemata of native English-speaking readers (the readers' background knowledge of and experience with textual organization) to affect reading. Researchers have recently shown that formal, rhetorical schemata have similar effects on reading in English as a second language. Moreover, the research in native English reading has shown…
Content and Formal Schemata in ESL Reading
This article reports the results of an experiment investigating the simultaneous effects on ESL reading comprehension of both culture-specific content schemata and formal schemata, as well as any potential interaction between them. In the study, high-intermediate ESL students read, recalled, and answered questions about each of two texts. For each of two groups of readers (students of Muslim and Catholic/Spanish backgrounds), one text had cultura…
Effects on ESL Reading of Teaching Cultural Content Schemata
Research by Gatbonton and Tucker (1971) showed that due to cultural misunderstandings, EFL students drew incorrect assumptions when reading unfamiliar texts; however, when provided with pertinent cultural information, their performance increased significantly. Similar findings were reported by Yousef (1968). Steffensen, Joag-dev, and Anderson (1979) demonstrated that implicit cultural knowledge presupposed by a text and the reader's own cultural …
Interactive Approaches to Second Language Reading (Cambridge Applied Linguistics Series)
Tuck in Your Shirt, You Squid
A discourse completion questionnaire consisting of 60 situations designed to elicit suggestions in English was administered to 28 native speakers of Chinese or Malay and 12 native speakers of American English. The purpose of the study was to determine what, if any, differences exist between the way adult native speakers and nonnative speakers make suggestions and what implications there may be, if any, for the ESL classroom teacher in helping stu…
Metacognitive Strategy Training for ESL Reading
Recent research in second language reading has focused on metacognition, literally, cognition of cognition. These studies investigate metacognitive awareness of reading strategies and the relationships among perception of strategies, strategy use, and reading comprehension. Strategy research suggests that less competent learners may improve their skills through training in strategies evidenced by more successful learners. Relatively little resear…
Reading-Writing Relationships in First and Second Language
Joan Eisterhold Carson, Patricia L. Carrell, Sandra Silberstein, Barbara Kroll, Phyllis A. Kuehn, Reading-Writing Relationships in First and Second Language, TESOL Quarterly, Vol. 24, No. 2 (Summer, 1990), pp. 245-266
Second Language Reading
The extent to which reading in a second language is a function of the transfer of first language reading abilities or of language proficiency in the second language has been a matter of debate for some time (Clarke 1979, 1980; Alderson 1984). Although studies of this question have been carried out, a major problem in the design of these studies has been their failure to gather sufficient information. What has been missing is sufficient informatio…
Awareness of Text Structure
Research in second language reading has shown relationships among reading comprehension, reading strategies, and metacognitive awareness of reading strategies (Block, 1986; Barnett, 1988; Carrell, 1989, Carrell, Pharis, & Liberto, 1989). Moreover, research with native speakers of English has shown differences in speakers' awareness of particular expository text structures (comparison/contrast, description, causation, and problem/solution) and the…
Personality Types and Language Learning in an EFL Context
This paper presents the results of a study of the relationships between the personality types of a group of English as a foreign language (EFL) students in Indonesia and various measures of their academic performance in a semester-long course including a series of EFL language measures.Students were the entering class of English majors (N=76) at a university in Indonesia in the fall of 1991. We tracked them through their performance in an Integra…
Linguistics (23 obras) · Psychology (21 obras) · Philosophy (14 obras) · Computer Science (12 obras) · Reading (process) (11 obras) · EFL/ESL Teaching and Learning (10 obras) · Second Language Acquisition and Learning (10 obras) · Discourse Analysis in Language Studies (8 obras) · Comprehension (7 obras) · Reading and Literacy Development (6 obras)