The Effect of Background Knowledge on EFL Learners’ Reading Comprehension Skills
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Abstract
This article explores how background knowledge influences the reading comprehension skills of English as a Foreign Language (EFL) learners. Reading comprehension is a complex skill that requires not only linguistic proficiency but also an understanding of cultural and topic-specific contexts. Many EFL learners face challenges in interpreting texts due to gaps in their prior knowledge, which can affect their ability to grasp deeper meanings and connections within the material. This article examines the role of background knowledge in supporting more effective comprehension, focusing on cultural, topic-specific, and linguistic aspects. It highlights how familiarity with these elements can significantly improve learners' engagement and understanding of various texts. Additionally, the article suggests practical strategies for educators to build and activate students’ background knowledge in classroom settings. By presenting theoretical perspectives and empirical findings, the article aims to provide insights into enhancing EFL learners’ reading comprehension and offers valuable implications for language teaching practices.
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