The relationship between background knowledge of text content and affective reaction towards the text

Abstract

Research studies carried out to study the comprehension processes of second language readers have found that background knowledge is an important factor. Research findings have also indicated that attitude, interests, and motivation are important determinants in the comprehension process. Although background knowledge and affective factors have been established as important elements in the comprehension process and are believed to facilitate second language learning, not much attention has been directed at the relationship between these two elements. This study examined the relationship between background knowledge and reader’s affective reaction towards text read. In addition, it also evaluated readers’ preference for text for use in teaching English. The findings indicated that background knowledge and affective reaction towards text read were positively related. However, there was no positive relationship between background knowledge and enjoyment and between background knowledge and preference for type of text for teaching English.