The Relationship between Lexical Inferencing Strategies and L2 Proficiency of Iranian EFL Learners

Tavakoli, Mansoor; Hayati, Samira

doi:10.4304/jltr.2.6.1227-1237

Cited by 13 publications

(13 citation statements)

References 22 publications

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“…This study also supports the significant relationship between lexical inference ability and reading comprehension. This finding is compatible with that resulted from the studies conducted by Sadeghi et al, (2018), Buslon, & Alieto (2018), Chegeni & Tabatabaei (2014), Awani (2013), Tavakoli and Hayati (2011), Nakagawa (2006), and Seng (2007. Their justification for this finding is the participants' scores in reading comprehension test which showed much variation.…”

Section: Discussionsupporting

confidence: 92%

“…Due to the vital role of the lexical inferencing strategies in helping LS and EFL learners in making acceptable guessing from texts and utilizing lexical inferencing strategies that help them understand materials written in English in their majors, many researches in recent years have investigated the topic of the effect of the lexical inferencing strategy instruction on EFL readers (Bengeleil & Paribakht, 2004;Nakagawa, 2006;Tavakoli & Hayati, 2011;Kaivanpanah & Moghaddam, 2012;Hu & Nassaji, 2014;Safa & Kokabi, 2017;Muikku-Werner, 2017, Buslon & Alieto, 2019. Such researches indicate the positive effect of the lexical inference strategies on reading comprehension and problems in inferring the meanings of vocabulary from context.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Lexical Inference Strategy Instruction on Saudi EFL learners’ Reading Comprehension

Hamouda¹

2021

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Lexical inference strategy plays an important role in increasing the level of reading comprehension of second or foreign language learners. Lexical inferencing as an efficient strategy to deal with unfamiliar words has attracted much attention in the comprehension literature. However, few studies on lexical inferencing have been conducted in an English as a foreign language (EFL) setting. To fill in the existing gap, the current study aimed at investigating the effect of lexical inferencing strategy instruction on Saudi EFL students’ reading comprehension. Additionally, it sought to identify the lexical inferencing strategies used by Saudi EFL learners while they were inferring unknown words in a text. Last, the current study attempted to find the relationship between lexical inference strategies and reading comprehension among Saudi EFL learners. Sixty students from the English department were selected based on their scores on the Oxford Placement Test, indicating that they were at intermediate levels of English proficiency. The participants were randomly divided into two groups: control and experimental (each consisting of 30 students). The participants in the control group received regular instruction, while the participants in the experimental group were treated using lexical inference strategies. The instruments used for collecting data were Oxford Placement Test, reading comprehension test, and think-aloud protocol. A pre-test and post-test were administered for control and experimental groups. The results of the independent samples t-test revealed that teaching inference skills had a significant effect on reading comprehension performance among EFL learners. The results of the paired t-tests showed that lexical inferencing instruction had a statistically significant effect on EFL learners’ reading comprehension development. The results of the Spearman correlation coefficient indicated that there was a significant relationship between lexical inferencing strategies and reading comprehension. The findings revealed the profound impact of lexical inferencing strategy instruction on the experimental group's performance in understanding reading text. Hence, it was concluded that lexical inferencing strategies were recommended to teach to improve the students’ reading comprehension performance.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

The Effect of Lexical Inference Strategy Instruction on Saudi EFL learners’ Reading Comprehension

Hamouda¹

2021

Preprint

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“…According to Comer (2012), this category could also be described as "un explained guessing" and is a differentiating characteristic of guessing vs inferencing. Whereas guessing is random and unexplained by the reader, inferencing is reasoned and explained (Tavakoli & Hayati, 2011).…”

Section: Code 9: Guessing (Gues)mentioning

confidence: 99%

Reading Comprehension of Subject-specific Texts in a Foreign Language

Umek

2020

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This study investigates the patterns used by economics and business students in reading comprehension (RC) of subject-specific texts in a foreign language (FL), particularly in relation to their use of background knowledge (BK). The think-aloud (TA) method was used and the data were derived from readers’ verbal protocols. The coding of protocols yielded seventeen coding categories. The results were analysed and compared between two groups: one with high and one with low knowledge as determined by a prior BK assessment. The coding data were linked to the reading comprehension test results and typical patterns were established. Readers with high BK used more correct paraphrasing, inferencing, elaboration, and evaluation. In contrast, readers with low BK took more of a local approach to reading by focusing more on individual words. They frequently used English in their Slovene think-alouds, produced wrong and approximate paraphrases, and signalled lack of understanding. The article closes by examining implications for FL reading instruction and developing disciplinary literacy.

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“…It was also shown that successful students use more frequently reading strategies than unsuccessful ones. Similarly, Tavakoli and Hayati (2011), explored reading strategies use by Iranian EFL learners while inferring the meaning of unknown words from the context. They also examined whether learners' L2 proficiency level affects their use of reading strategies.…”

Section: Literature Review 21 Self-regulated Learningmentioning

confidence: 99%

Untitled

2016

MJLTM

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As table 4.2 shows, Spearman's rho Correlation between sense of commitment and self-esteem is 0/09 and the level of significance of the variables is 0/06. Null hypothesis (H0) is rejected when the level of significance is less than 0/05 (sig < 0.05). Since the level of significance is 0/06 and more than 0/05(Sig=.06 > 0.05) with the confidance of %95, the null hypothesis (H0) is accepted that means there is not relationship between sense of commitment and self-esteem. Thus, the first hypothesis is rejected. Discussion of the findingsThe analysis of the data leaded to this conclusion that there is not meaningful relationship between sense of commitment and self-esteem. As stated by Organ (1988 cited in Devin et al, 2012 (Organizational Citizenship Behavior) OCB advances the effective operation of the organization and the self-efficacy and self-esteem of the employees. The impact of OCB on self-esteem may be attributed to the fact that teachers who work better in their job and have cooperative and helping behavior are more likely to believe in themselves and view themselves as being important and worthwhile. Organ views OCB as including of contributions of participant and may be chosen by the participant to join to the organization without thinking of formal award. Uçar and Ötken (2010) stated that the findings relating to organizational commitment reported a significant and positive relationship between self-esteem and commitment and showed that employees with high levels of self-esteem are more committed to their organizations than their low self-esteem colleagues. According to social identity theory, when people think that their organization appreciates and values them, this showed organizational respect for them (Tyler, 1999). This can be interpreted as a form of organizational support. Additionally, having a noticeable social identity involves seeing oneself as part of a larger whole (Rousseau, 1998). They can belong to multiple groups or collectives, including an organization, division and work team. This is likely to increase individuals' organizational commitment because it improves their social identity. Moreover, social identity is reflected in people's self-esteem (Chattopadhyay, 1999). Thus there is a relationship between organizational commitment and self-esteem. İhsan Sarı et al ( 2011) found that self-esteem positively correlated with overall commitment to team. ConclusionThe culture of workplace includes shared values and beliefs, working conditions and predictions about expectations (Schein, 1996 cited in Karslı & iskender, 2009. In education, one of the significant factors influencing the performance of teachers is the motivation levels of them. The task of motivating teachers should be firstly realized by school administrators. Teachers naturally are in the need of being approved and respected by school administrators and other teachers. They attempt to determine their place and roles in the school through comparing themselves with other teachers. If their need to be appreciated is taken into con...

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The Relationship between Lexical Inferencing Strategies and L2 Proficiency of Iranian EFL Learners

Cited by 13 publications

References 22 publications

The Effect of Lexical Inference Strategy Instruction on Saudi EFL learners’ Reading Comprehension

The Effect of Lexical Inference Strategy Instruction on Saudi EFL learners’ Reading Comprehension

Reading Comprehension of Subject-specific Texts in a Foreign Language

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