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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Schema Theory describes the process by which readers combine their own background knowledge with
new information from the text the readers are reading. Readers carry different schemata which are
often content/culture specitic. To enable readers to form connections between pre existing background
knowledge and new knowledge from the text, pre reading tasks are often designed to build or
activate the reader" s schemata.
This research paper looked into the effects of background knowledge upon Ungku Omar P0lytechnic
(PUO) students reading comprehension, looking into the English for Specitic Purposes (ESP)
students· achievement in reading familiar and unfamiliar text. In addition, this research paper
looked at the influence of the training sessions to activate /induced background knowledge. Lastly
this research paper looked at the role of vocabulary in enhancing PUO ESP students· reading
comprehension.
This research adopted an experimental study of fifty eight elementary level students from the
engineering and business field. The students involved were in their third semester. The
instruments chosen were engineering and business text. A pre and post test was administered
with training sessions in between. Brainstorming sessions. semantic mapping and discussions were
conducted to build, stimulate or induced students background knowledge. The results obtained from
the two test confirmed that there is positive significant difference in the PlJO ESP
students' reading comprehension before and after training.
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