Lexical Inferencing Procedures in Two Languages

Haastrup, Kirsten

doi:10.1057/9780230593404_3

Cited by 17 publications

(25 citation statements)

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“…Based on the activation and integration of contextual and linguistic clues (bottom cues of target word itself), Haastrup (2008) proposed an eight-type continuum to describe lexical inferencing process. The advanced type of lexical inferencing is the top-ruled interactive processing with full integration of linguistic cues.…”

Section: Literature Reviewmentioning

confidence: 99%

Infer the Meaning of Unknown Words by Sheer Guess or by Clues? – An Exploration on the Clue Use in Chinese EFL Learner’s Lexical Inferencing

Yin¹

2013

ELT

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Lexical inferencing is refered to as guessing the meaning of an unknown word using available linguistic and other clues. It is a primary lexical processing strategy to tackle unknown words while reading. This study aims to explore the clue use of Chinese EFL learners in inferring the meaning of unknown word in reading. Two types of introspective research methods have been used to achieve the research aim. 55 participants of four levels (tertiary final, tertiary middle, tertiary initial and senior secondary) were asked to read a sample text and infer the meaning of target words through thinking aloud. Additional information of their lexical inferencing was elicited through stimulated recalls. The results show that Chinese EFL learners use a variety of clues in their lexical inferencing. The findings also reveal some discrepancies of clue use across different levels learners in lexical inferencing.

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Section: Literature Reviewmentioning

confidence: 99%

Infer the Meaning of Unknown Words by Sheer Guess or by Clues? – An Exploration on the Clue Use in Chinese EFL Learner’s Lexical Inferencing

Yin¹

2013

ELT

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“…This is because learners under such treatment are the discovery initiators of new meanings in classroom texts. As [23] put it out, "puzzling over problems with word meanings in context involves greater cognitive engagement, which helps subsequent recall both in highly variable and in rich, clear contexts" (pp. 319-320).…”

Section: Resultsmentioning

confidence: 99%

“…EFL Saudi learners have difficulties coping with different reading texts particularly those related to materials in Language Acquisition, Applied Linguistics, Discourse Analysis, etc. Such textbooks are heavily laden with difficult and vague lexical items [23,30]. For instance, according to my teaching experience, the word "Interlanguage" is difficult to be conceptualized by Arab EFL learners as there is no such counterpart or equivalent in Arabic language.…”

Section: Introductionmentioning

confidence: 99%

Pre-reading Assignments: Promoting Comprehension of Classroom Textbook Materials

Al-wossabi¹

2014

EDUCATION

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Reading is seen today as one of the most fundamental skills to acquire knowledge in any discipline. The present study is an attempt to highlight such importance for EFL Saudi learners at Jazan University. It investigates the influence of pre-reading assignments on maximizing Saudi EFL learners' comprehension of classroom textbook materials. In this regard, 60 learners were randomly assigned to experimental and control groups designed to qualify the above statement. Participants in both groups were introduced to language acquisition learning theories for threemonth period. However, in the experimental group, learners were instructed via the use of pre-reading assignments. An unpaired sample of T-test is used for this study to determine if there is a significant difference of achievement for subjects introduced to pre-reading assignments. The results of the study revealed that there is a strong correlation between the use of pre-reading assignments and better comprehension of classroom learning materials. The study concludes with a rationale to empower and utilize the use of pre-reading strategies in the EFL Saudi learning context.

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“…If a second language is learned in a country where it is not spoken, learners often deal with the L2 only several hours per week, and they have to learn much information within a short time. That is why lexical inferencing, which is sometimes problematic for native speakers (Haarstrup, 2008), is even more difficult for L2 learners. Research on the benefits of lexical inference for L2 vocabulary acquisition has not provided strong evidence (Nassaji, 2003).…”

Section: Using Context For Lexical Inferencingmentioning

confidence: 99%

“…Nassaji warned against pushing students to rely on context too much, and he emphasized the need for explicit teaching of effective inferencing strategies. Haarstrup (2008) investigated the effectiveness of Danish EFL learners' lexical inferencing in both L1 and L2 in grades 7, 10, and 13. She found that in both languages success of inferencing increased with increased maturity level and language proficiency:…”

Section: Using Context For Lexical Inferencingmentioning

confidence: 99%

Vocabulary learning strategies and beliefs about vocabulary learning

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Lexical Inferencing Procedures in Two Languages

Cited by 17 publications

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Infer the Meaning of Unknown Words by Sheer Guess or by Clues? – An Exploration on the Clue Use in Chinese EFL Learner’s Lexical Inferencing

Infer the Meaning of Unknown Words by Sheer Guess or by Clues? – An Exploration on the Clue Use in Chinese EFL Learner’s Lexical Inferencing

Pre-reading Assignments: Promoting Comprehension of Classroom Textbook Materials

Vocabulary learning strategies and beliefs about vocabulary learning

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