Lexical Inferencing in Reading in English on the Secondary Level PDF Download
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Author: Leena Vaurio
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 160
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Book Description
Yhteenveto.
Author: Leena Vaurio
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 160
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Book Description
Yhteenveto.
Author: Marjorie Bingham Wesche
Publisher: Multilingual Matters
ISBN: 1847693849
Category : Language Arts & Disciplines
Languages : en
Pages : 212
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Book Description
This book presents a comprehensive review of previous research on lexical inferencing, co-authored by Kirsten Haastrup, and a major new trilingual study of lexical inferencing by both first (L1) and second language (L2) readers. Research since the 1970s on this apparently universal cognitive process in L2 reading and vocabulary learning is surveyed, including the kinds of knowledge and textual cues L2 readers use when inferring unknown word meanings, factors influencing their success and knowledge retention, and relevant theory. A comparative study of L1 and L2 lexical inferencing by Persian and French and English speakers is then presented, focusing on evidence of L1 transfer in the L2 inferencing process, its success and readers’ gains in L2 word knowledge. Influences of the specific L1 are distinguished from those of native versus non-native proficiency, relative cultural familiarity of texts, readers’ L2 proficiency, text language features and other factors. The relative typological distance between readers’ L1 and L2 is reflected in systematic differences between L1 speakers of Persian and French in their L2 lexical inferencing. Implications are drawn for L2 instruction at advanced levels.
Author: Kirsten Haastrup
Publisher: Gunter Narr Verlag
ISBN: 9783878082620
Category : English language
Languages : en
Pages : 256
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Book Description
Author: Zhaochun Yin
Publisher: Open Dissertation Press
ISBN: 9781361290248
Category :
Languages : en
Pages :
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Book Description
This dissertation, "The Lexical Inferencing of Chinese Learners of English as a Foreign Language" by Zhaochun, Yin, 尹照春, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The primary purpose of this study is to explore the lexical inferencing of Chinese learners of English as foreign language in terms of the intent, the clue use, the procedure, the processing type, the adaptability, and the success of lexical inferencing as well as the subsequent lexical knowledge acquisition. All together 781 Chinese EFL learners at four stages of English learning (senior secondary year-2, tertiary beginning, tertiary middle, and tertiary final) participated in this study. 726 respondents answered a questionnaire of lexical strategies to unknown words in reading and clue use in lexical inferencing. 55 participants thought aloud the process of inferring the meaning of 12 target words while reading an article, and reported their knowledge of target words in a surprise test one week after the think-aloud activity. Data collected from the questionnaire were analyzed quantitatively to rank various lexical strategies and types of clue use. The think-aloud protocols of lexical inferencing were analyzed qualitatively to identify the type and amount of clue use, the event sequence of lexical inferencing, the processing type & adaptability, and the outcome of lexical inferencing. Their subsequent knowledge of target words was coded and analyzed. All these items of lexical inferencing also were processed quantitatively to explore the overall view of Chinese EFL learners' lexical inferencing, and the similarities & differences of learners at different stages. The findings reveal that Chinese EFL learners frequently used a number of lexical strategies, and lexical inferencing was the most frequently used. They used various types of clues, especially sentence meaning, morphology, and discourse meaning in their lexical inferencing. Some features of clue use, such as abundant imagined morphological clue and L1 grammar clue, revealed the impact of the Chinese language. There were also some variations in the clue use of learners at different stages. The results of this study show that major lexical inferencing procedure was 'Guess > Accept' at senior secondary stage and 'Guess > Evaluate > Accept' at three tertiary stages. There was an obvious upward shift of processing type from the 'pure top processing' of senior secondary to more advanced processing of tertiary stages. The overall adaptability of Chinese EFL learners' lexical inferencing was not high. There was an increasing tendency of high adaptability from the stage of senior secondary to tertiary final. The findings show that one fourth of lexical inferencing outcomes were ?Correct', while one third were ?Partially Correct'. There was an increase tendency of 'Correct' or ?Partially correct' inferences and vocabulary knowledge acquisition from senior secondary stage to tertiary final stage. Measurable vocabulary knowledge was acquired in lexical inferencing. Further explorations reveal that Chinese EFL learners' procedural & declarative knowledge might potentially explain the performances of their lexical inferencing. This study culminates with some pedagogical implications for vocabulary learning and reading, and some suggestions for further research on lexical inferencing. DOI: 10.5353/th_b4775292 Subjects: English language - Study and teaching - Chinese speakers Second language acquisition Inference
Author: Anne Kispal
Publisher: Damaris Publishing
ISBN: 9781847751416
Category : Inference
Languages : en
Pages : 60
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Author: Charles A. Perfetti
Publisher: Oxford University Press, USA
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 312
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Book Description
This important new study presents the most complete account to date of verbal efficiency theory and its implications for reading disability, learning to read, and beginning reading instruction. Following a review of basic research, the author provides a thorough account of skilled reading processes and carefully delineates the reasons for differences in reading ability. Comparisions between adult and child readers and between normal readers and dyslexics illuminate the theoretical discussion and demonstrate practical applications in therapy and pedagogy. Reading Ability will be of particular interest to students and researchers in educational psychology, cognitive psychology, psycholinguistics, and reading psychology.
Author: Karen Vibeke Scheel Lassen Bruntt
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Debra Kirchgassner Abbott
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT (cont.): The study found that it is possible to enhance second language readers' own inferencing processes through the availability of specially modified input during contextualized reading. Participants seemed especially capable of exploiting additional semantic clues during reading, and it appears that helpful contexts are indeed a key factor in second language vocabulary acquisition. Research suggests, however, that several conditions must be met before lexical inferencing should be considered for use as an independent study strategy.
Author: Zhaochun Yin
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659472268
Category :
Languages : en
Pages : 256
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Book Description
Unknown word is a major impediment in L2 reading comprehension. In order to investigate how Chinese EFL learners tackle unknown words in reading, this book explored the lexical inferencing of Chinese learners in terms of the intent, the clue use, the procedure, the processing type, the adaptability, and the success of lexical inferencing as well as the subsequent lexical knowledge acquisition. Chinese EFL learners at four stages of English learning participated in this study. Questionnaire, think-aloud introspection and a surprise test were employed in this study. Data were analyzed quantitatively and qualitatively to identify the type & amount of clue use, the event sequence of inferencing, the processing type & adaptability, the outcome of lexical inferencing, and the subsequent vocabulary knowledge acquisition in lexical inferencing.
Author: Monica Karlsson
Publisher: Channel View Publications
ISBN: 1800415265
Category : Language Arts & Disciplines
Languages : en
Pages : 289
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Book Description
This book offers a comprehensive investigation into advanced students’ knowledge of vocabulary in their L1 and L2. As a cross-sectional study, it examines the quantitative aspects of students’ vocabulary knowledge through parallel tests of upper secondary level vocabulary, specialised vocabulary, and advanced vocabulary in both their L1 and L2. It also, primarily in qualitative terms, investigates students' L1 and L2 knowledge of polysemous words, lexical fields of near synonyms and false friends. Knowledge of derivative forms, idioms, proverbs, idiomatically used prepositions and multi-word verbs offer insights into both the breadth and depth of students’ L1 and L2 vocabulary knowledge. Finally, it considers the extent to which students’ results can be attributed to differences between inferencing skills in their L1 and L2. In each subfield, the pedagogical implications of the findings are discussed. This book will be of interest to teachers and researchers focusing on the teaching and learning of vocabulary.
