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.