Earticle

초록

영어

Lexical inference is an important vocabulary learning method, but it is still unknown whether an explicit instruction of inference strategies would improve inference accuracy. In this study, it is investigated whether an explicit instruction of word-meaning inference strategies in class contributes to the success of meaning inference while reading. Two reading texts materials containing 10 pseudowords each were created (Hamada, 2013). Thirty four Korean EFL university students participated in the task experiments. The participants’ meaning inference accuracy rate was tested two times (pretest and posttest after treatment). It was found that the experiment group was significantly more advanced than the control group in word-meaning inference rate. The results indicated that an explicit instruction of word-meaning inference strategies was conducive to successful inference of unknown vocabulary. It is suggested that careful sections of inference strategies for instruction with consideration of learner’s proficiency levels would be necessary, that continuous training of inference strategies with practical application for reading comprehension and vocabulary learning is recommended, and that global strategies rather than local strategies would be necessary for learners to become successful in word-meaning inference.

목차

I. Introduction
II. Literature Review
III. Research Method
1. Participants
2. Materials
3. Tasks and Procedures
4. Scoring and Data An
IV. Results
V. Discussion
VI. Conclusion and Limitations
Works Cited
Abstract

키워드

저자

• Park, Chaehee [ Sun Moon University, Genome-based BioIT Convergence Institute, Asansi, Korea ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810