Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group

Medina, Lopera

doi:10.17227/folios.50-10226

Cited by 3 publications

(3 citation statements)

References 34 publications

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“…Se necesita realizar más estudios con distintas metodologías para enriquecer el campo de la activación del léxico. Una de las limitaciones de nuestro estudio es el tipo de aprendizaje de la L2 que se utiliza en el salón de clases, como el uso del diccionario (Lopera, 2019) o de material auténtico para aprender una palabra (Macedonia, 2015). Igualmente, pudiera ser de interés para futuras investigaciones contemplar una muestra equilibrada con respecto a la cantidad de participantes por sexo y edad para controlar un posible efecto de estas variables en los resultados.…”

Section: Limitacionesunclassified

La activación de la información fonológica en aprendientes de segundas lenguas por medio de imágenes

Rodríguez Lázaro,

Arias Trejo

2023

ELA

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Investigaciones sobre activación del léxico han mostrado que cuando se escucha una palabra existe una activación de la fonología. Asimismo, estudios en bilingües señalan que la fonología se activa inicialmente para decodificar e integrar la información de las palabras en la segunda lengua (L2). El objetivo central de este trabajo fue describir si la información fonológica de aprendientes universitarios de una segunda lengua sin experiencia de inmersión es activada inicialmente en una tarea de preferencia visual. En la tarea se presentaban de forma simultánea cuatro estímulos visuales (un competidor fonológico, un competidor semántico, un competidor de rasgos visuales y un distractor) relacionados con una palabra en L2 percibida auditivamente. Los resultados revelaron que la información fonológica era activada inicialmente ante la presentación de imágenes, excepto cuando se exhibían palabras escritas. En este caso, los participantes mostraron una preferencia hacia la información de rasgos visuales. Se concluye que la activación de la fonología en la L2 se observa en aprendientes que no han tenido experiencias de inmersión, al igual que lo reportado en estudios con bilingües.

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Section: Limitacionesunclassified

La activación de la información fonológica en aprendientes de segundas lenguas por medio de imágenes

Rodríguez Lázaro,

Arias Trejo

2023

ELA

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“…When an English language learner comes across an unfamiliar word, apart from consulting a printed or an electronic dictionary (Chen, 2012;Lopera, 2019;Tang, 1997), using context clues, including word formation, is recommended to the learners (Carlo et al, 2004;Watanapokakul, 2006;Wilson, 2013). Since it is not possible to memorize the meanings of all words (Blanchard & Root, 2006), context clues can help learners derive the meaning of an unfamiliar word.…”

Section: Context Cluesmentioning

confidence: 99%

Types of Context Clues and Vocabulary Meaning Inference: Abilities and Perceptions of English Major Undergraduate Students

Wongwiwattana,

Watanapokakul

2021

rEFLections

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The context clue strategy to derive the meaning of unfamiliar words and its effectiveness have been generally accepted, and the strategy is widely taught to ESL/EFL students. This study aimed to (1) compare the abilities in making use of context clues to derive the meaning of vocabulary among four groups of English major undergraduate students (Years 1-4); (2) compare the abilities to identify the context clues used to derive the meaning of unfamiliar words among the four student groups; (3) investigate the correlation between ability and context clues used to derive the meaning of unfamiliar words; and (4) investigate students’ opinions towards using the context clue strategy to derive the meaning of unfamiliar words. A 40-item vocabulary test and a set of questionnaires were administered to English major undergraduate students in the Faculty of Liberal Arts at a university in Thailand in the second semester of the academic year 2020. Then, 39 responses were randomly selected from each student batch to be the study sample. Three students from each student group were randomly selected to be interviewed to gather more in-depth information. The findings revealed that the ability to use context clues to derive the meaning of unfamiliar words among the four groups of English major undergraduate students was significantly different. Conversely, there was no significant difference in their ability to correctly identify the context clue types they used to infer word definitions. Also, there was a significant correlation between both abilities. Moreover, the students showed positive opinions towards the use of context clues to infer the meaning of vocabulary and provided some interesting ideas regarding the teaching of context clues for ESL/EFL teachers and English major program committees.

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“…Readers use strategies in reading to read effectively. Nunan (1999) as cited by Medina (2012) The strategies should be tailored to suit the reader with the reading purposes. An active reader analyzes the purpose and adjust their reading speed.…”

Section: Reading Strategy: Setting a Purpose For Readingmentioning

confidence: 99%

Students’ Purposes for Reading Book

Mardiah,

Melati

2021

JELT (Jambi-Eng. Lang. Teach.)

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Stating a purpose for reading may help shaping the way the students read. It could save time and improve understanding. This qualitative study explored the university students’ purpose for reading book. The participants were a class of law faculty students learning English as a general purpose in a state university in Jambi. The main source of data was the document in the form of students’ reading report. The document was analyzed using qualitative approach. To clarify the data gained, semi-structured interview was applied. It is revealed that students’ purposes for reading book was for content and they use low order thinking verb such as to know to realize it. For more comprehensive book reading, it is suggested that the students use different verbs such as to interpret, to classify, or to explore for stating their purposes.

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Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group

Cited by 3 publications

References 34 publications

La activación de la información fonológica en aprendientes de segundas lenguas por medio de imágenes

La activación de la información fonológica en aprendientes de segundas lenguas por medio de imágenes

Types of Context Clues and Vocabulary Meaning Inference: Abilities and Perceptions of English Major Undergraduate Students

Students’ Purposes for Reading Book

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