The Influence of Religion-Specific Background Knowledge on the Listening Comprehension of Adult Second-Language Students
Bibliographic Data
| ID | 5160425 |
|---|---|
| Authors | Paul Markham (University of Maryland, College Park), Michael Latham (University of Maryland, College Park) |
| Year | 1987 |
| Volume | 37 |
| Issue | 2 |
| Pages | 157-170 |
| Publication date | 1987-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-1770.1987.tb00563.x |
| OpenAlex | W1982885906 |
| Language | EN |
| Citations received | 16 |
| References cited | 12 |
This article describes a study assessing the influence of religious-specific background knowledge on adult ESL listening comprehension. Sixty-five university-level students participated in the study. Twenty-eight students self-reported being religion-neutral with virtually no knowledge of Moslem or Christian religious rites. Sixteen of the students declared themselves to be practicing Moslems, and twenty students reported being practicing Christians. The students listened to one passage describing the prayer rituals of Islam and a second passage describing the prayer rituals of Christianity.The results clearly suggest that passage content exerts a powerful influence on the listening comprehension scores of students professing close ties to a particular religion. Particularly strong differences were observed regarding the recall of major idea units. Less striking, yet obviously supportive differences were in evidence with respect to the creation of schema-appropriate elaborations and inappropriate distortions. The religion-neutral students performed somewhat erratically in that they recalled more major idea units pertaining to the Moslem passage, but also provided more appropriate elaborations regarding the Christian passage. In addition, retrospective interviews that yielded insightful information that generally supported the quantitative findings were conducted
Active listening · Christianity · Cognitive psychology · Comprehension · Developmental psychology · Islam · Linguistics · Listening comprehension · Pedagogy · Prayer · Recall · Religious education · Schema (genetic algorithms) · Theology · Communication · Communication in Education and Healthcare · Multilingual Education and Policy · Psychology · Reading and Literacy Development · Religious studies · Social Psychology
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The Positive Effect of Cultural Knowledge on Listening Comprehension of EFL Learners
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Guest editor’s introduction Emergent and divergent
A cognitive perspective on language learners' listening comprehension problems
Impacts of World Englishes on local standardized language proficiency testing in the Expanding Circle
Gender and the Perceived Expertness of the Speaker as Factors in ESL Listening Recall
The Effects of Listening Support on the Listening Performance of EFL Learners
The Effect of Speech Modification, Prior Knowledge, and Listening Proficiency on EFL Lecture Learning
Content and Formal Schemata in ESL Reading
Topic and background knowledge effects on performance in speaking assessment
The effect of prior knowledge on EAP listening-test performance
Examining the Relationship Between L2 Listening Research, Pedagogical Theory, and Practice 1
Documenting the Initial Second Language Reading Experience
Comparison of L2 Listening and Reading Comprehension by University Students Learning English in Korea
Individual Differences in Second Language Listening
Studying Second-Language Learning Strategies
The role of culture‐specific schemata in the comprehension and recall of stories∗
Effects on Reading Comprehension of Language Complexity and Cultural Background of a Text
Schema Theory and ESL Reading Pedagogy
Effects on Reading Comprehension of Building Background Knowledge
When Do Children Begin to Read
A Cross-Cultural Perspective on Reading Comprehension
The Influence of Religious Affiliation on Children's Memory for Text Information
Learning about Learning
Schemata as Scaffolding for the Representation of Information in Connected Discourse
The Effects of Induced Schemata on the "Short Circuit" in L2 Reading
| Unique citing works | 16 |
|---|---|
| Citations per year | 0,41 |
| Citation span | 1987 - 2026 (40) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |