تفعيل نظرية المخططات في تدريس مهارة القراءة للأطفال متعلمي اللغة الانجليزية كلغة أجنبية

الملخص

This study investigates the impact of Schema Theory activation on English as a Foreign Language (EFL) reading instruction, specifically aiming to enhance reading comprehension among displaced Syrian children. Schema Theory posits that readers comprehend texts more effectively when they can activate relevant prior knowledge, or schemas, before and during the reading process. Given the unique challenges faced by displaced children, including trauma, interrupted education, and cultural dislocation, this research hypothesizes that schema activation strategies tailored to their experiences could significantly improve comprehension. The study employs a mixed-method approach, combining quantitative assessments of reading comprehension levels before and after the intervention with qualitative feedback from participants to gauge the effectiveness of schema activation strategies. Interventions include pre-reading activities designed to activate relevant schemata, culturally resonant reading materials, and post-reading discussions that reinforce schema integration. Preliminary findings suggest that schema activation not only enhances reading comprehension but also increases engagement and motivation among displaced Syrian learners by making reading materials more relatable and understandable. This research contributes to the field of EFL education by providing evidence-based strategies for educators working with displaced populations, highlighting the importance of culturally and contextually sensitive teaching methods.