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首页> 外文学位 >Lexical inferencing behavior of Libyan EFL medical students while reading: The role of reading proficiency and the Arabic language.
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Lexical inferencing behavior of Libyan EFL medical students while reading: The role of reading proficiency and the Arabic language.

机译：利比亚EFL医学生在阅读时的词汇推理行为：阅读能力和阿拉伯语的作用。

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摘要

This study investigated the lexical inferencing made by Libyan EFL medical students at a Libyan university when they encountered unfamiliar words in English texts. The researcher examined the effect of learners' level of reading competence on their lexical inferencing with respect to the knowledge sources and types of contextual cues they used in the process, their rate of success in inferring the correct meanings of the target words, and their rate of vocabulary learning and retention of previously unknown words. The study also examined the effect of learners' knowledge of the Arabic language on their inferencing.;Based on the results of a reading comprehension proficiency test (CanTEST), 20 students, 10 from each of two distinct levels of reading ability (i.e., intermediate and advanced) were randomly selected for the study. Two pretests were used: Nation's (1990) Vocabulary Levels Test to assess the students' size of vocabulary; and, the Vocabulary Knowledge Scale (VKS) (Paribakht & Wesche, 1993, 1997; Wesche & Paribakht, 1996), to measure their level of knowledge of the target words. Think-aloud procedures were used during the individual interview sessions. At the end of the interviews, retrospective protocols were collected from the participants about their experiences. These sessions were tape-recorded. The learners were given the VKS again at this point to measure word learning. Two weeks after the individual interview sessions, a post-test (VKS) was administered again to assess learners' rate of retention of the previously unfamiliar target words.;Results revealed that both proficiency groups used similar types of knowledge sources and contextual cues when inferencing, but in different proportions. Sentence level meaning and discourse level meaning were the types most frequently used by both groups. A taxonomy of knowledge sources and contextual cues used by the learners in inferencing was developed. Results indicate successful learning of some of the previously unfamiliar target words and retention of some new lexical knowledge. L1 influence is apparent at multiple levels of the language system (e.g., interpretation of semantic cues, lexical knowledge and collocations), sometimes misleading the reader and other times facilitating successful inferencing. Pedagogical implications of the findings of the study and suggestions for further research are presented.
机译：这项研究调查了在利比亚大学的利比亚EFL医学生在英语文本中遇到不熟悉的单词时所进行的词汇推论。研究人员检查了学习者的阅读能力水平对他们的词汇推论的影响，涉及到他们在过程中使用的知识来源和上下文提示的类型，他们推论目标词正确含义的成功率及其比率词汇学习和保留以前未知的单词。该研究还检查了学习者对阿拉伯语的了解对他们的推论的影响。；基于阅读理解能力测试（CanTEST）的结果，有20名学生，分别来自两个不同水平的阅读能力（即中级）中的10名和高级）随机选择进行研究。使用了两个预测试：Nation（1990）词汇水平测试，用于评估学生的词汇量；以及词汇知识量表（VKS）（Paribakht＆Wesche，1993，1997； Wesche＆Paribakht，1996），以衡量他们对目标词的知识水平。个别面试过程中使用了思考方式程序。访谈结束时，从参与者那里收集了有关他们的经历的追溯协议。这些会议都进行了录音。此时再次向学习者提供了VKS来测量单词学习。每次面试两周后，再次进行了测验（VKS），以评估学习者对以前不熟悉的目标词的保留率。结果表明，两个熟练程度组在推理时都使用了相似类型的知识来源和上下文提示。 ，但比例不同。句子级别含义和话语级别含义是两组最常用的类型。开发了学习者在推理中使用的知识来源和上下文线索的分类法。结果表明成功学习了一些以前不熟悉的目标词，并保留了一些新的词汇知识。 L1的影响在语言系统的多个级别上很明显（例如，对语义线索，词汇知识和搭配的解释），有时会误导读者，而有时会促进成功的推理。介绍了研究结果的教学意义以及对进一步研究的建议。

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  • 作者

    Bengeleil, Nazmia Faraj.;

  • 作者单位

    University of Ottawa (Canada).;

  • 授予单位 University of Ottawa (Canada).;
  • 学科 Language arts.;Linguistics.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 199 p.
  • 总页数 199
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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