Factors Affecting How Second Language Spanish Students Derive Meaning from Context

Frantzen, Diana

doi:10.1111/1540-4781.00185

Cited by 73 publications

(52 citation statements)

References 43 publications

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“…Following this checklist, a reading comprehension test was given to students in order to measure their reading comprehension level. Three criteria were considered in the text selection process: student factors (Frantzen, 2003;Levine & Reves, 1998), text factor (Hu & Nation, 2000), and context factors (Diakidoy & Anderson, 1991;Frantzen, 2003;Haastrup, 1991). As the study group was comprised of the university students, two expository texts which could serve as an archetype for more thorough descriptions of a variety of scientific genres (Lewin, Fine, & Young, 2001) The lengths of the texts were 545 and 578 words respectively.…”

Section: Data Collection Instrumentsmentioning

confidence: 99%

The Interplay between Text-based Vocabulary Size and Reading Comprehension of Turkish EFL Learners

Güngör

Yaylı

2016

EDUC SCI-THEOR PRACT

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Reading is an indispensable skill for learners who desire success throughout their academic lives, and vocabulary knowledge is a sine qua non companion of reading comprehension. Despite being inextricably related entities, very little has been written about the necessary vocabulary coverage to understand an expository text and its equivalent in terms of vocabulary size in Turkish EFL context. Therefore, with this study, we focused on the relationship between the vocabulary coverage and reading comprehension of a group of foreign language learners. For this study, 178 university students completed a vocabulary checklist based on the vocabulary items of two different expository texts, and their reading comprehension levels were measured through two piloted reading comprehension tests for each text. The descriptive statistics, Pearson' s correlation value and regression analysis were employed to analyze the data. The results revealed that the text-based vocabulary knowledge moderately correlated with reading comprehension, and there was a relatively linear relationship between them. It was also concluded that the 98% vocabulary coverage is needed for foreign language learners to comprehend academic texts, and this coverage, in fact, refers to approximately the most frequent 8000 word-families based on the related studies.

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Section: Data Collection Instrumentsmentioning

confidence: 99%

The Interplay between Text-based Vocabulary Size and Reading Comprehension of Turkish EFL Learners

Güngör

Yaylı

2016

EDUC SCI-THEOR PRACT

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“…Paribakht (2005) categorizes these factors into two broad categories of contextual and learner-related factors. Based on the previous studies learner-related factors include factors such as learners' previous L2 learning experience (Fraser, 1999;Paribakht & Wesche, 1999,2006), learner's native language (Paribakht, 2005), learners' attention to text details (Frantzen, 2003), learners' depth of vocabulary knowledge (Nassaji, 2003(Nassaji, , 2004Qian, 1998Qian, , 2002Qian, , 2005 learners' sight vocabulary, their background knowledge and topic familiarity (Pulido, 2004(Pulido, , 2007Atef-Vahid, Maftoon & Zahedi, 2013).…”

Section: Factors Influencing Inferencing Successmentioning

confidence: 99%

Lexical Inferencing in Listening: Depth of Vocabulary Knowledge and Listening Proficiency

Foomani

2015

IJELE

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Lexical inferencing as an efficient strategy to deal with unfamiliar words is suggested to be the most commonly used strategy among students, thus it has attracted much attention in the comprehension literature. While literature abounds with inferencing studies in reading, few studies have delved into the processes involved in listening. This study sought to investigate the role of depth of vocabulary knowledge (DVK) in lexical inferencing success and determine the relationship between students' DVK and listening proficiency. To this end, 56 upper-intermediate TOEFL applicants from 2 language institutes in Iran participated in this study. The participants were assigned to three levels of High-Mid-and Low-proficiency and in a consequent session were required to take the 40-item DVKT (Depth of Vocabulary Knowledge Test). In the final step the students sat for the lexical inferencing task and were required to identify the meaning of 17 unfamiliar words in 8 listening excerpts. The results indicated that DVK was a determining factor in lexical inferencing success, and that there was a positive relationship between students' DVK and their listening proficiency.

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“…2) The amount of the attention which is paid to the details in the text by the learner and his/her background knowledge about the possible meaning of the word (Frantzen, 2003).…”

Section: Lexical Inferencingmentioning

confidence: 99%

Lexical Inferencing: The Relationship between Number and Density of Lexical Items and L2 Learners' Reading Comprehension Achievement

Chegeni¹,

Tabatabaei²

2014

JLTR

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Abstract-Lexical inferencing denoted a process of guessing the meaning of an unknown word by employing all linguistic cues available in the text together with the reader's world knowledge, his/her linguistic knowledge, and his/her awareness of the context. ( Haastrup, 1991).This study dealt with exploring the influence of number and density of unknown words on lexical inferencing. To this end, different data collection devices were used: A Quick placement test given to 90 students to select 30 same English proficiency level students for this study, a text with high density of unknown words including 357 words totally and 20 unknown words and a text with low density of unknown words including 291 words totally and 10 new words were given to the participants to show the effect of number of new words on success of learners' lexical inferencing. The guessing success of the students in the texts with low density of unknown words interpreted that the lower the number of unfamiliar words, the higher the available clues for the participants to use for inferring the correct meaning of those words. The results can be of significance to teachers and learners of English. Index Terms-lexical inferencing, number of lexical items, reading comprehension

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Factors Affecting How Second Language Spanish Students Derive Meaning from Context

Cited by 73 publications

References 43 publications

The Interplay between Text-based Vocabulary Size and Reading Comprehension of Turkish EFL Learners

The Interplay between Text-based Vocabulary Size and Reading Comprehension of Turkish EFL Learners

Lexical Inferencing in Listening: Depth of Vocabulary Knowledge and Listening Proficiency

Lexical Inferencing: The Relationship between Number and Density of Lexical Items and L2 Learners' Reading Comprehension Achievement

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