Utilization of Contextual Information in Determining the Meaning of Unfamiliar Words

Carnine, Douglas; Kameenui, Edward J.; Coyle, Gayle

doi:10.2307/747362

Cited by 120 publications

(95 citation statements)

References 28 publications

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“…within the same sentence as the unknown word itself (Chihara et al 1977;Leys et al 1983;Rye 1985). Not only is the presence of clues important for successful inferencing (Nation 2001), but also the number of relevant clues (Nation 2001), their proximity and explicitness (Carnine et al 1984). The absence of such mediating variables in the present study may of course also help explain the informants' low scores in both languages.…”

Section: ____________________________________mentioning

confidence: 46%

Quantitative and Qualitative Aspects of Advanced Learners’ L1 and L2 Mastery of Polysemous Words

Karlsson

2017

HJLCB

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In the present investigation, 15 fi rst-term university students were faced with forty decontextualised polysemous words in English (L2) and Swedish (L1) respectively and asked to indicate which, of a set of six meanings, adhered to the item in question (two to fi ve of the meanings were correct). The polysemous words were of varying frequency. The investigation thus addresses the following research question:In quantitative and qualitative terms, what knowledge do advanced students have of polysemous words in their L2 as compared to their L1?Results show that most students have a relatively poor knowledge of polysemous words in both languages, especially in their L2. Furthermore, while the frequencies of the test items have no impact on the students' achievements, the relative frequencies of the meanings of the test items and the number of meanings of each test item stand in direct relation to whether the item is known or not in both languages.

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Section: ____________________________________mentioning

confidence: 46%

Quantitative and Qualitative Aspects of Advanced Learners’ L1 and L2 Mastery of Polysemous Words

Karlsson

2017

HJLCB

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“…They drew a conclusion from their study that in an authentic text, for less proficient EFL learners, a very limited frequency vocabulary may lead to the failure of inferring the meanings of unknown words. Carnine, Kameenui, and Coyle (1984) and Haynes (1984) explained that the closeness, the clearness of relevant clues and their degree of concreteness determine correct lexical inferences. When a text does not supply clear and enough clues for unknown words, it is very hard for readers, particularly for less proficiency readers, to figure out the unknown word meaning.…”

Section: B Problems Of Lexical Inferences In Readingmentioning

confidence: 99%

Lexical Inferencing Strategies for Dealing with Unknown Words in Reading—A Contrastive Study between Filipino Graduate Students and Chinese Graduate Students

Wang¹

2011

JLTR

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Abstract-This study examined the lexical strategies used by EFL learners and ESL learners when they encountered unknown words while reading. It aimed to explore the following research questions: 1. Do Chinese the graduate students and the Filipino graduate students employ lexical inferencing to deal with unknown words in reading? 2. What lexical inferring strategies do the Chinese graduate students and the Filipino graduate students use to deal with unknown words in reading? 3. Is there any difference in the employment of inferring strategies between the Chinese graduate students and the Filipino graduate students? If yes, what is the difference? 4. Do lexical inferring strategies lead to incidental vocabulary learning? The results of this study provided positive answers to all the questions except for no further evidence for gaining new vocabulary incidentally by lexical inferencing strategies. This research produces a new insight into the impact of lexical inferencing strategies on vocabulary learning and offers some suggestions to pedagogic vocabulary practice.

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“…Other vocabulary studies report results of instruction provided by researchers or research assistants, who typically possess expertise related to the treatment far beyond that of typical classroom teachers (Bauman et al, 2003;Carnine, Kame'enui, & Coyle, 1984;Pressley et al, 1984). Unlike classroom teachers, researchers have the luxury of focusing narrowly on the experimental treatment, with none of the responsibilities of managing an entire instructional program.…”

Section: Classroom-based Researchmentioning

confidence: 99%

“…Subsequent CVD lessons were designed to provide a deeper understanding of each clarifying strategy, beginning with "consider the context" (word derivation from context), a strategy with an extensive, albeit equivocal, research base (Carnine et al, 1984;Fukkink & de Glopper, 1998). The children were taught to be "context detectives," identifying context clues that were next door (next to the target word), in the neighborhood (in the same paragraph as the target word), and far away (in a different paragraph).…”

Section: Title I Group Proceduresmentioning

confidence: 99%

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

Lubliner

Smetana

2005

Journal of Literacy Research

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This study examined the effects of a multifaceted, metacognitive vocabulary intervention on the reading comprehension and vocabulary achievement of fifth-grade children in one of California's lowest performing Title I schools. Instruction was comprehensive, designed to facilitate encoding of student-selected words, mastery of clarifying strategies, and executive control of strategies that maximize word-learning proficiency. Strong gains in reading comprehension and vocabulary achievement and increased metacognitive skills were documented following the 12-week vocabulary intervention. Comparisons of Title I students' scores and those of students in an above-average-performing school revealed large, significant differences before the intervention and small, nonsignificant differences following the intervention, suggesting a narrowing of the achievement gap.

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Utilization of Contextual Information in Determining the Meaning of Unfamiliar Words

Cited by 120 publications

References 28 publications

Quantitative and Qualitative Aspects of Advanced Learners’ L1 and L2 Mastery of Polysemous Words

Quantitative and Qualitative Aspects of Advanced Learners’ L1 and L2 Mastery of Polysemous Words

Lexical Inferencing Strategies for Dealing with Unknown Words in Reading—A Contrastive Study between Filipino Graduate Students and Chinese Graduate Students

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

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