The effect of guessing vocabulary in reading authentic texts among pre-university students
Data(s) |
01/01/2010
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Resumo |
The omnibus question proposed here is to pinpoint the impact of a contextual guessing strategy (CGS) on vocabulary and reading authentic texts at the pre-university level. One hundred male and female students were randomly selected and assigned to ‘context’ and ‘non-context’ groups. The context group received a CGS instruction to infer the meaning of low-frequency words while the non-context participants were treated by a direct method. The results revealed that CGS instruction was more effective vis-à-vis direct vocabulary instruction in all particulars, and was more effective than the non-context method in improving reading. The tentative estimation would be that some of the assumptions about the futility of teaching contextual clues should be rigorously re-examined and that CGS can account for a substantial proportion of vocabulary growth during the school years.<br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
University of Arizona |
Relação |
http://dro.deakin.edu.au/eserv/DU:30045969/shokouhi-effectofguessing-2010.pdf http://slat.arizona.edu/sites/slat/files/page/4theeffectofguessingvocabularyinreadingauthentictextsamongpre-universitystudents.pdf |
Direitos |
2010, University of Arizona, Second Language Acquisition and Teaching |
Palavras-Chave | #reading vocabulary #pre-university #students |
Tipo |
Journal Article |