Morphological knowledge in second language reading comprehension: examining mediation through vocabulary knowledge and lexical inference

Zhang, Haomin; Lin, Jiexin

doi:10.1080/01443410.2020.1865519

Cited by 9 publications

(8 citation statements)

References 37 publications

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“…The findings of prior studies revealed that a number of influential factors may affect lexical inferencing process during language comprehension. One of the influential factors is learners’ language proficiency level (e.g., Bengeleil and Paribakht, 2004 ; Kaivanpanah and Alavi, 2008 ; Fan et al, 2017 ; Zhang and Lin, 2021 ). Chen (2018) investigated the contribution of morphological awareness to lexical inferencing during reading among 73 participants aged between 18 to 22 years.…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge mapping of the research on lexical inferencing: A bibliometric analysis

2023

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Lexical inferencing functions as one of the most important and effective skills used in language comprehension pertaining to psychological, cognitive and neurological aspects. Given its complex nature and crucial role in language comprehension, lexical inferencing has received considerable attention. The present study visualized the knowledge domain of the research on lexical inferencing based on a total of 472 articles collected from Web of Science (WoS) Core Collection of Thomson Reuters from 2001 to 2021. The bibliographic data were analyzed through co-cited articles, co-citation clusters of references, and co-occurring keywords to identify holistic intellectual landscape of lexical inferencing with special focus on its intellectual structure and base, and hot research topics. The main intellectual base includes probability of activating lexical inferencing in working memory and encoding in long-term memory, the role of lexical inferencing in reading comprehension, in connected speech, in children’s derivation under pragmatic context, and in psychological and neurocognitive processes underlying language processing mechanism. Hot topics are comprised the impacts of lexical inferencing on language acquisition and comprehension (written and spoken language comprehension), the factors (context variables, vocabulary knowledge, and morphological awareness) affecting the presence and efficacy of lexical inferencing, and the time course of lexical inferencing during reading. Critically, the results of this study demonstrated that the contribution of lexical inferencing to language comprehension was strongly correlated with learner-related and discourse-related variables. The study shed valuable light on the understanding of the intellectual background and the dynamic patterns of lexical inferencing over the past two decades, thereby future work in lexical inferencing is suggested as well.

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Section: Literature Reviewmentioning

confidence: 99%

Knowledge mapping of the research on lexical inferencing: A bibliometric analysis

2023

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“…Morphological knowledge was also indicated to be a significant predictor distinguishing poor from average/good ELL subgroups beyond syntactic skills (D'Angelo & Chen, 2017;Li et al, 2021). Morphological knowledge can be strongly associated with vocabulary for language learners because the effect on reading comprehension is partially mediated by vocabulary knowledge (Gottardo et al, 2017;Zhang & Lin, 2021).…”

Section: Linguistic Comprehensionmentioning

confidence: 94%

Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

Kim¹,

Lee²

2021

The Journal of AsiaTEFL

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This study identified the latent profiles of L2 reading skills that characterize EFL first-year high school learners in Korea to examine the nature of the L2 reading ability development in the Simple View of Reading (SVR) framework. Participants included 254 Korean-speaking high school students in mid-or low-income urban areas of Seoul and Gyeonggi Province. Decoding, linguistic comprehension, and reading comprehension skills were assessed by six measures in total at the beginning of the school year. Latent profile analysis (LPA) on the six reading-related measures identified three L2 reading skill profiles deviating by almost one SD each on every measure. The three groups showed distinctively stratified L2 reading abilities with close associations among the variables, providing support for the SVR model in EFL populations. Decoding measured by orthographic processing was the least distinguishing skill to infer group membership. The heterogeneity found among the same graded EFL learners is discussed in line with the frustration prevalent among underachieving English learners in Korean schools. Implications for instructions and future research are suggested.

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“…A large number of research papers have been conducted regarding the relationship between vocabulary, lexical and morphological knowledge, and reading comprehension [30][31][32][33][34][35][36][37]. Hasan and Shabdin [38] found that students with a depth of vocabulary knowledge did better in their academic reading comprehension.…”

Section: Research On Transitions In the Context Of Bangladeshmentioning

confidence: 99%

Correlation and Prediction of Students’ Level of Reading Comprehension through Their Perception of the Application of Transition Words

Anwar

Ahad

Anwar

et al. 2022

Education Research International

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The role of reading comprehension and its correlation and prediction to other skills in terms of enhancing the proficiency level of students in English language has been widely recognized by researchers. However, research conducted on reading comprehension in roughly the last fifteen to twenty years shows no concrete evidence of identifying the knowledge of the transition words with the understanding of reading comprehension. This study was particularly designed to fill that gap and to measure students’ ability to differentiate among various categories of expressions in English language, such as descriptive, narrative, sequence, comparison and contrast, and cause and effect, and to identity the functions of their derivative transitions in the reading comprehension task. The current study adapted a quantitative method and collected data from 100 male and female EFL students at the tertiary level in a Bangladeshi university to conduct this study. To be specific, this research used transition words as the predictor variable/independent variable and reading comprehension as the dependent variable. The findings of the research suggested that there were positive and significant correlations between students’ knowledge of the transition words and their level of understanding the reading comprehension. In addition, the transitional word was found to be a strong predictor of reading comprehension. This study strongly suggests that students with a better understanding of transition words can perform equally better in their reading comprehension tasks. For tertiary level students, the knowledge of transitional words would be useful, and it would also have significance for lexical scholars and curriculum designers.

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Morphological knowledge in second language reading comprehension: examining mediation through vocabulary knowledge and lexical inference

Cited by 9 publications

References 37 publications

Knowledge mapping of the research on lexical inferencing: A bibliometric analysis

Knowledge mapping of the research on lexical inferencing: A bibliometric analysis

Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

Correlation and Prediction of Students’ Level of Reading Comprehension through Their Perception of the Application of Transition Words

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