A Study on the Relationship between Learners’ Level of Vocabulary Knowledge and the Frequency of Choosing Lexical Inferencing Strategies (original) (raw)
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Iranian EFL Learners’ Lexical Inferencing Strategies at Both Text and Sentence levels
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Lexical inferencing is one of the most important strategies in vocabulary learning and it plays an important role in dealing with unknown words in a text. In this regard, the aim of this study was to determine the lexical inferencing strategies used by Iranian EFL learners when they encounter unknown words at both text and sentence levels. To this end, forty lower intermediate students were divided into two groups. For the first group, a text with 10 underlined words was given and for the second group, the same underlined words were given in separate sentences. The students were supposed to read the text and the sentences and to guess the meaning of the underlined words. Then some lexical inferencing strategies were given to them to determine which strategies they used in guessing the meaning of unknown words. The results showed that they used different strategies like using local context and word association in lexical inferencing and also they were more successful at the text leve...
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Vocabulary learning strategies constitute a subclass of language learning strategies which can be applied to the four language skills. The aim of the present study is to explore the vocabulary strategies adopted by adult learners of Greek as a second/ foreign language, when dealing with unknown words in L2 reading. To this end, the learners answered a questionnaire and so did their teachers. The results indicated that context and the general knowledge the learner of a second or foreign language brings with him/her about the topic -which is mainly supported by the other words in the sentence- play the most important role in understanding vocabulary. This conclusion probably confirms the power of the syntagmatic axis in the sentence, reinforcing mainly the holistic approach to be adopted in the classroom for the teaching of vocabulary. The process of triangulation has partially supported the research results.
Iranian Intermediate EFL Learners' Vocabulary Inferencing Strategies: A Qualitative Study
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The present qualitative and interpretative study aims to investigate Iranian EFL learners' L2 vocabulary strategies. The distribution of strategy types and what factors contribute to the success of the inferencing strategies are the two main purposes of the study. Using think-aloud procedures with 15 Iranian EFL learners, the present study explored L2 learners' inferencing strategies and the relationship with their success. Sixteen types of inferential strategies were revealed to be employed by the participants and two types of inferences were identified: successful and less successful inferences. The results of the study are discussed in the light of the similar studies and the suggestions for future research are made. The study has a number of pedagogical implications for L2 research and practice, L2 teachers, syllabus designers, and educational psychology.
The study compared the use of the lexical glossing and inferencing strategies that impact toward the students' reading comprehension. The objective of the study was to find out the effective strategy to use for enhancing the students' reading comprehension. The population of the study was 40 Informatics Systems students of Potensi Utama University. The data collection was used written test by comparing the scores results after giving the treatment. The written test was conducted to identify students' reading comprehension performance toward the use of lexical glossing and inferencing strategies. The data was analyzed applying an experimental research design. There were two tests in this study before and after treatment. Before treatment without using the strategies, the first test was applied to first group and second group. After treatment with using the strategies, the second test was applied to the first and second group. The first group was taught using lexical glossing strategy, while the second group was treated using lexical inferencing strategies. The test resulted that the students in the second group using lexical inferencing strategies could guess the unfamiliar word meaning correctly that impact toward the students' reading comprehension. While the students in the first group using the lexical glossing strategy make erroneous guesses about unfamiliar word meaning that impact on the students' reading comprehension. Therefore, it can be concluded that lexical inferencing strategy was recommended to teach to enhance the students' reading comprehension.
THE EFFECT OF LEXICAL INFERENCING STRATEGIES ON STUDENTS' READING COMPREHENSION
This study was conducted to investigate the effect of lexical inferencing strategies on students' reading comprehension. The purpose of the study was to find out whether the use of lexical inferencing strategies had effect on students' reading comprehension. The population of this study was 90 Informatics Engineering students of Potensi Utama University in the fifth semester of 2014-2015 Academic Year. A placement test was given to 90 students to select 60 similar English proficiency level students. The instruments used for collecting data were written test and spoken test. These tests were conducted to identify students' reading comprehension performance toward lexical inferencing strategies. These data were analyzed applying an experimental research design involving pre-test and post-test. A pre-test and post test were administered for control and experimental groups. The first, control group was taught using conventional method, while the second, experimental group was treated using lexical inferencing strategies. The results of the test showed that the use of the lexical inferencing strategies had significantly affected to students' reading comprehension performance. Hence, it was concluded that lexical inferencing strategies was recommended to teach to improve the students' reading comprehension performance. Abstrak: Penelitian ini dilakukan untuk mengetahui pengaruh strategi menebak makna kata terhadap kemampuan siswa memahami teks bacaan. Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan strategi menebak makna kata berdasarkan konteks mempengaruhi kemampuan siswa memahami teks bacaan. Populasi dari penelitian ini adalah 90 siswa Jurusan Teknik Informatika Semester Lima, Universitas Potensi Utama Tahun Akademik 2014-2015. Tes penempatan dilakukan terhadap 90 siswa untuk memperoleh 60 siswa dengan kemampuan bahasa inggris yang sama. Instrumen yang digunakan dalam pengumpulan data berupa tes tertulis dan tes lisan. Hal ini dilakukan untuk mengidentifikasi pemahaman membaca siswa dengan menggunakan strategi menebak makna kata berdasarkan konteks. Data dalam penelitian ini dianalisis menerapkan desain penelitian eksperimental yang melibatkan pre-test dan post-test. Pre-test dan Post-test diberikan untuk kelompok kontrol dan kelompok eksperimen. Pertama, kelompok kontrol diajarkan menggunakan metode pengajaran konvensional, sedangkan, kelompok kedua, kelompok eksperimen diajarkan menggunakan strategi menebak makna kata berdasarkan konteks. Hasil penelitian menunjukkan bahwa strategi menebak makna kata berdasarkan konteks secara signifikan mempengaruhi kemampuan siswa memahami teks bacaan. Dengan kata lain, dapat disimpulkan bahwa strategi menebak makna kata sebaiknya diterapkan untuk meningkatkan kemampuan siswa memahami bacaan.