Abstract
The present study investigated the importance of relevant contextual knowledge in assisting comprehension of prose passages. It was hypothesized that the presentation of an appropriate contextual referent before a target passage without the contextual referent information was read would result in better recall than when the presentation of the same was done after the reading, or when the contextual referent was only partially supplied or not at all. 40 Form 2 subjects in the upper quartile of the first-term English examination results rated the "cornprehensibility" of a passage and performed a recognition task after reading the passage. The "context-before" group rated the comprehensibility of passages higher and gained higher mean recall scores than the other three groups' comprehension.
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