Lexical Processing Strategy Use and Vocabulary Learning
Through Reading

Fraser, Caroline

doi:10.1017/s0272263199002041

Cited by 235 publications

(180 citation statements)

References 22 publications

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“…I was nervous about explaining what I studied at home in front of the class, but playing a role in teaching was a valuable experience for me. with the findings in Fraser (1999) and Nyikos and Fan (2007). These tasks also might help to internalize reference skills and strategies they learned.…”

Section: Discussionsupporting

confidence: 84%

The impact of E-dictionary strategy training on EFL class

Koyama

2015

Lexicography

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The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109-119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants' attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the nonEnglish majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study.

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Section: Discussionsupporting

confidence: 84%

The impact of E-dictionary strategy training on EFL class

Koyama

2015

Lexicography

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“…Guessing and inferring are two handy strategies for L2 comprehension for students. Fraser's (1999) study, for instance, suggested that 58% of the total strategy use was dedicated to inferencing and Paribakht and Wesche (1999) indicated 80% use of inferencing strategy among students. Also in his study, Nassaji (2003) concluded that "lexical inferencing has been found to be the mostly widely used by L2 learners" (p. 647).…”

Section: Lexical Inferencingmentioning

confidence: 99%

“…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%

“…Haastrup (1991) defines lexical inferencing as "making informed guesses as to the meaning of a word in light of all available linguistic cues in combination with the learners' general knowledge of the world, her awareness of context and her relevant linguistic knowledge" (p. 197). Various studies have indicated the vital role of guessing and inferencing and the learner's tendency to utilize the strategy (Fraser, 1999;Paribakht & Wesche, 1999) One of the prevailing cognitive processes in reading is claimed to be inferencing (Nassaji, 2004). He concludes that "lexical inferencing has been found to be the mostly widely used by L2 learners" (p. 647).…”

Section: Introductionmentioning

confidence: 99%

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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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“…Lexical inferencing is the 'primary lexical processing strategy' (Fraser, 1999, p. 230) that L2 learners rely on when encountering unknown words while reading (de Bot, Paribakht, & Wesche, 1997;Fraser, 1999;Paribakht, & Wesche, 1999). Studies also reveal high correlations between lexical inferencing success and reading comprehension, vocabulary knowledge, and reading skill (Herman, Anderson, Pearson, & Nagy, 1987).…”

Section: Introductionmentioning

confidence: 99%

Infer the Meaning of Unknown Words by Sheer Guess or by Clues? – An Exploration on the Clue Use in Chinese EFL Learner’s Lexical Inferencing

Yin¹

2013

ELT

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Lexical inferencing is refered to as guessing the meaning of an unknown word using available linguistic and other clues. It is a primary lexical processing strategy to tackle unknown words while reading. This study aims to explore the clue use of Chinese EFL learners in inferring the meaning of unknown word in reading. Two types of introspective research methods have been used to achieve the research aim. 55 participants of four levels (tertiary final, tertiary middle, tertiary initial and senior secondary) were asked to read a sample text and infer the meaning of target words through thinking aloud. Additional information of their lexical inferencing was elicited through stimulated recalls. The results show that Chinese EFL learners use a variety of clues in their lexical inferencing. The findings also reveal some discrepancies of clue use across different levels learners in lexical inferencing.

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Lexical Processing Strategy Use and Vocabulary Learning Through Reading

Cited by 235 publications

References 22 publications

The impact of E-dictionary strategy training on EFL class

The impact of E-dictionary strategy training on EFL class

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

Infer the Meaning of Unknown Words by Sheer Guess or by Clues? – An Exploration on the Clue Use in Chinese EFL Learner’s Lexical Inferencing

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