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 culturally familiar content, the other culturally unfamiliar content. Within each group, one half of the subjects read the texts in a familiar, well‐organized rhetorical format, the other half read the texts in an unfamiliar, altered rhetorical format. Results showed the conditions expected to yield good reading comprehension (familiar content, familiar rhetorical form) did so. Similarly, the conditions expected to yield poor reading comprehension (unfamiliar content, unfamiliar rhetorical form) did so. More interestingly, the results for the “mixed” conditions (familiar content, unfamiliar rhetorical form; unfamiliar content, familiar rhetorical form) indicated that content schemata affected reading comprehension to a greater extent than formal schemata. Specific results are presented and discussed, as are limitations of the study and teaching implications.