The challenge of unstated meaning: A study of ESL written recall of narrative prose

Tickoo, Asha

doi:10.1075/itl.133-134.02tic

Article published In: ITL - International Journal of Applied Linguistics
Vol. 133/134 (2001) ► pp.207–225

Get fulltext from our e-platform

Download PDF

The challenge of unstated meaning

A study of ESL written recall of narrative prose

Asha Tickoo | Southern Illinois University Edwardsville (U.S.A.)

Published online: 1 January 2001

https://doi.org/10.1075/itl.133-134.02tic

Abstract

This paper uses a schemata-theoretic conception of reading in an assessment of ESL reader recall of unstated levels of meaning in narrative prose. Schemata theory suggests that the skilled reader selects one of a finite number of text schemata to use in the decoding, retention and recall of a particular text, and it has been demonstrated that better knowledge of the schematic structure makes possible better recall. Here, reader recall of two types of unstated meaning in narrative prose is assessed for a group of advanced learners of ESL, who use Chinese as L1. Evidence is presented of poor recall of unstated meaning, concomitant with a lack of knowledge of the requisite schematic structure. It is therefore suggested that formal instruction on the requisite structure will enhance learner recall of unstated meaning.

References (23)

References

ADAMS, Marilyn J., and Allan, COLLINS. 1979. A schema-theoretic view of reading. In New directions in discourse processing. Roy O. Freedle (Ed.), 1–22. Norwood, New Jersey : Ablex Publishing Corporation.

CARRELL, Patricia L. 1983a. The three components of background knowledge in reading comprehension. Language Learning 33(2): 183–207.

1983b. Background knowledge in second language comprehension. Language Learning and Communication 2(l): 25–34.

1983c. Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language 1(2): 81–92.

1984. Evidence of a formal schema in second language comprehension. Language Learning 34(2).

CARRELL, Patricia L., and Joan C. EISTERHOLD. 1983. Schema theory and ESL reading pedagogy. TESOL Quarterly 17(4):553–573.

CARRELL, Patricia L., and Bill WALLACE. 1983. Background knowledge : context and familiarity in reading comprehension. In On TESOL '821, Mark, A. Clarke and Jean HANDSCOMBE (Eds.), 295–308. Washington, D.C. TESOL.

CONNOR, Ulla. 1984. Recall of text : differences between first and second language readers. TESOL Quarterly 18(2):239–256.

LABOV, W. 1981. Speech actions and reactions in personal narrative. In Analysing Discourse : Text and Talk. Georgetown University Round Table. Washington, DC : Georgetown University press.

LABOV, W. & J. WALETZKY. 1967. Narrative analysis : oral versions of personal experience. In J. Helm (Ed.) Essays on the verbal and visual arts. Proceedings of the 1966 Annual Spring Meeting of the American Ethnological Society. Seattle : University of Washington Press.

MARTIN, J.R. & J. ROTHERY. 1981. Writing project Number 2. Working Papers in Linguistics, Department of Linguistics, University of Sydney.

. 1984. Choice of genre in a suburban primary school. Paper present at the Annual Conference of the Applied Linguistics Association of Australia, Alice Springs.

. 1986. What a functional approach to the writing task can show teachers about 'good writing', In, B. Couture (Ed.) Functional Approaches to Writing : Research Perspectives. New Jersey : Ablex.

MEYER, Bonnie J.F. 1975. The organization of prose and its effects on memory. Amsterdam : North Holland Publishing Co.

1997a. The structure of prose : effects on learning and memory and implications for educational practice. In Schooling and the acquisition of knowledge, Richard C., Anderson, Rand J., Spiro, and William, E.

MONTAGUE (Eds.), 179–208. Hillsdale, New Jersey : Lawrence Erlbaum Associates.

MEYER, Bonnie J.F. 1977b. What is remembered from prose : a function of passage structure. In Discourse production and comprehension, Roy O. Freedle (Ed.), 307–336. Norwood, New Jersey : Ablex Publishing Corporation.

MEYER, Bonnie J.F., David M. BRANDT and George J. BLUTH. 1980. Use of top-level structure in text: key for reading comprehension and ninth-grade students. Reading Research Quarterly 16(1):72–103.

MEYER, Bonnie J.F., and Roy O. FREEDLE 1984. Effects of discourse type on recall. American educational Research Journal 21(1): 121–143.

ROTHERY, J. 1989. Learning about language. In R. Hasan & J.R. Martin (Ed.s), Language Development : Learning Culture (Meaning and Choice in Language : Studies for Michael Halliday). Ablex : New Jersey.

1990. 'Story' writing in primary school : assessing narrative type genres. Unpublished PhD thesis. University of Sydney.

1995. Reading and writing narrative : what can we teach in English? In M.L. Tickoo (Ed.) Reading and Writing : Theory into Practice. Singapore : RELC Anthology Series 35.

RUMELHART, David E. 1977. Toward an interactive model of reading. In Attention and performance, Volume, VI1, Stanislav Dornic (Ed.), 573–603. New York : Academic Press.

Cited by (1)

Cited by one other publication

Bouhmid, Alison

2019. Diversity in Creative Writing Workshops: the Case of Undergraduates studying English as a Foreign Language. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT Vol. 38 N°1

This list is based on CrossRef data as of 30 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.