Prior Knowledge

Prior knowledge can be explained as a combination of the learner's existing attitudes, experiences and knowledge (Kajawa and Huske, 1995). Mostly, the terms background knowledge and prior knowledge are generally used interchangeably. Reading process is a cognitive process, in which readers relate texts information to their prior knowledge as meaning are generated. Without prior knowledge, comprehension fails to achieve.By employing foreign language testing theory, this thesis aims at doing investigation on the role of prior knowledge in EFL reading on the basis of reading models, schema theory, and Rosenblatt's transaction theory of reading. Questionnaire, reading tests and post-reading interview were methods combined in this investigation.The data analysis of the questionnaire indicated that most college students lacked adequate prior knowledge facilitating their reading and they were resistant to embracing independent leaning; the results of the two reading tests provided evidence that prior knowledge could influence students' reading scores. Data-analysis to post-reading interview moreover informed that activation of related prior knowledge to texts could facilitate the interviewee's fast focus on target textual information and provide evidence and guidance for her understanding texts. But the interviewee's over-activated certain prior knowledge deteriorated the understanding of texts. That requires teachers should enrich learners' prior knowledge and also help students to reinforce and modify their existent schema; students are recommended to monitor their reading. The implications for EFL reading are based on the preceding results and discussions. Building prior knowledge and activation of prior knowledge are involved. Teachers can employ direct instruction to accumulate learners' prior knowledge. Rather, research-oriented teaching method should be adopted to college English teaching. Readers moreover should construct knowledge network in understanding and interpreting texts. In meaning-making process, readers should activate the appropriate schema and reconstruct rhetorical-specific details or even modify cultural prior knowledge sometimes. Therefore, the meaning of the texts is generated and revised as readers' prior knowledge and the printed information synthesize constantly.At last, the researcher points out the existing problems in the investigation. Nevertheless, suggestions for further research are proposed in the thesis.