The Effects of Induced Schemata on the “Short Circuit” in L2 Reading: Non‐decoding Factors in L2 Reading Performance1

Recent research in L2 reading has indicated that language proficiency in L2 places a limit on transference of L1 reading skills. The research reported here was developed to provide information on the possible application of L1 “schemata” theory to the nonlinguistic elements of L2 reading. The “schemata” based learning theory indicates that readers process meaning which has been presented through print by using prior knowledge of the world to produce representations of anticipated meaning. Further, this knowledge and representation can either aid or impede comprehension. In the experiment, a repeated measures design was used to present Ss with reading passages using three types of intervention. In the first method, Ss read a passage, took a test, reread the passage, and took the test again. In the second method, Ss were presented with a vocabulary list prior to reading and being tested. In the third method, Ss were shown pictures relating to the general topic of the passage and were asked to make predictions about the passage content. The results of the study indicate that schemata production is involved in the short circuit of L2 reading, that the effectiveness of externally induced schemata is greater at lower levels of proficiency than at higher levels, and that induced schemata can override language proficiency as a factor in comprehension.