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This book is a theoretical review as well as an empirical analysis
of the effects of linguistic, formal, and content schema building
activities on L2 listening and reading comprehension. In the first
two chapters, the theoretical aspects of the issue are reviewed.
The next three chapters elaborate on an empirical attempt to
describe the nature of the relationships among the aforementioned
factors. The results of the empirical analysis seem to suggest that
although there are no statistically significant differences among
the different types of schema building activities, they are all
significantly more conducive to the development of both L2
listening and reading comprehension than the control condition. The
findings of the present study may have theoretical as well as
practical implications for language learners, teachers, and
syllabus designers.
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