Saidi, Ghizlène2024-05-272024-05-272020-06-301112-7279E 2676-1556http://ddeposit.univ-alger2.dz/handle/20.500.12387/6391This paper attempts to demonstrate the contribution of cognitive psychology and schema theory to the teaching/learning of an L2 skill notably reading comprehension. The involvement of cognitive psychology and particularly schema theory in reading comprehension is not new. Indeed, ever since the shift from a behaviourist to a cognitivist view of how languages are learned in the 1970’s, the interdisciplinarity between linguistics, language teaching/learning and psychology emerged. This shift marked a new era for interdisciplinary research involving linguistics, language teachers and psychologists who worked together to provide a full picture of how languages are learned.enAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/LearningTeachingReading ComprehensionEnglishArticle