This study investigated the effect of cultural medium of presentation,
language, and sequence of cultural/foreign and first-language/second-Language presentation on the literal and interpretative comprehension of form I (seventh grade ) bilingual Nigerian students. Data was analyzed using ANOVA, previous studiesconcerning schema theories were upheld in that the present results for experinent I revealed signiflcantly superior scores for culturally related English language text when compared with scores for foreign-based pasaages written in English. Experiment II Data also revealed similar results when the subjects were presented the same experitnent I foreign-based passages written in English and with translations of these English passages to the mother tongue. In spite of sequencing, scores were higher for the first-language passages. For both experiments, scores were higher at the literal level and sequencing was found to have no effect in enhancing comprehension of culturally
This study was funded by a research grant awarded by Obafemi Awolowo
University, Ile-Ife, Nigeria.