Schema Development Process of an EFL Reader in a US University: A Case Study

Abstract

     Reading is one of the basic skills, yet, mostly, learners engage in it individually. Previous research has shown there is an association between the native language (L1) and the second language (L2) reading; however, little research has been done within a qualitative framework on how L2 readers construct or develop their schemata in order to comprehend L2 texts. This article aims at describing how L1 reading habits influenced L2 reading of a non-native speaker of English as an English as a foreign language (EFL) reader, and how she developed her reading strategies and built up formal and content schemata in order to interpret L2 academic texts effectively. To understand the phenomena, an open-ended questionnaire, face-to-face interviews, observation and the participant’s reading log were used for data collection. The findings revealed that the participant’s L1 literacy training helped her tackle terminology problems but made it difficult for her to read to meet the requirements of her American university. Reading strategies that promoted her schema construction played a key role in enhancing her reading effectiveness.