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European Journal of English Language Teaching ISSN: 2501-7136 ISSN-L: 2501-7136 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 1 │ 2017 doi: 10.5281/zenodo.1064184 INFERRING THE MEANING OF UNKNOWN WORDS, USING THE CONTEXT CUES: A VIETNAMESE HIGH SCHOOL CASE Trinh Quoc Lapi Can Tho University, Viet Nam Abstract: Research has shown that context cue instruction can improve EFL learners’ ability to infer word meanings from context, improve their comprehension and enable them to read independently (Nash & Snowling, 2006; Yuen, 2009; Çetinavci, 2013; Dwaik et al., 2013; and Samiyan et al., 2014). However, this strategy has not been explicitly taught in the context of secondary schools in Vietnam, and language learners are assumed to learn the strategy on their own. Therefore, this study was conducted to find out the extent to which context cue instruction enhances learners’ ability to infer word meanings from context and to investigate learners’ perceptions towards this strategy. In this study, 26 English major eleventh graders in an upper-secondary school in Can Tho City, Vietnam, were instructed to guess meanings of unfamiliar words using the contextual guessing strategy in three three-hour sessions. Achievement tests and learners’ reflection done in class were employed as sources of quantitative and qualitative data. Data from the pre-tests and post-tests indicated a significant improvement in learners’ ability to guess meanings of unfamiliar words using the contextual guessing strategy. Results of twenty-six reflections also showed positive perceptions towards using this strategy. It could be implied that secondary school teachers should train and encourage learners to guess meanings of unknown words based on the contextual cues, and integrate context cue instruction into reading lesson plans to help strengthen learners’ ability to infer word meaning from context. Keywords: inferring meaning, context cues, Vietnamese high school Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 180 Trinh Quoc Lap INFERRING THE MEANING OF UNKNOWN WORDS, USING THE CONTEXT CUES: A VIETNAMESE HIGH SCHOOL CASE 1. Introduction Vocabulary is one of the most difficult aspects of reading for second or foreign language learners. While reading, language learners may encounter unfamiliar words in context. Although a few unknown words may not block their general understanding of the text, their reading comprehension may be impaired when they are not acquainted with numerous words or the most crucial ones in the text (Soria, 2001). Therefore, vocabulary knowledge is often viewed as a critical tool for second language learners because a limited vocabulary impedes successful communication (Alqahtani, 2015). A review of the literature confirms the primacy of vocabulary knowledge for successful second language reading, and the lack of that knowledge is the main and the largest obstacle for L2 readers to overcome (Alqahtani, 2015). Also, it is almost impossible for learners to understand texts without knowing what most of the words mean (Nagy, 1998; Schmitt, 2004; and Baldo, 2010). Therefore, language learners need to be supported most with training in the use of strategies in order to overcome vocabulary problems in reading. Among these strategies, research indicates that contextual guessing is one of the most favored ones (Patibakht & Wesche, 1999; and Harley & Hart, 2000). The use of context cues as one of the most important learning strategies has been repeatedly emphasized in the teaching of reading. Training learners to infer word meaning from context can give them a powerful aid to comprehension and will ultimately speed up their reading to a great extent (Nutall, 1982). It can also equip learners with an effective means to learn new vocabulary (Nagy, Anderson & Herman, 1985). Many researchers have suggested that language learners should be given explicit training in the strategy of guessing words using context cues (Palmberg, 1987; and Oxford & Scarcella, 1994) with a view to helping them save time when reading and avoid being dependent on a dictionary. After they figure out the meaning of the same word more than once through its context, that word may become part of their working vocabulary. They will, thus, enhance their vocabulary core by reading the text thoughtfully, and they also get a good sense of how a word is actually used, including its shades of meaning (West, 2004). However, this strategy has not been explicitly taught in many language classrooms in the context of secondary schools in Vietnam, and learners are assumed to learn this strategy on their own without teacher guidance. Therefore, this study was conducted to find out the extent to which context cue instruction enhances learners’ ability to infer word meanings from context and to investigate learners’ perceptions towards this strategy. It attempted to find out the answers to the two following questions: European Journal of English Language Teaching - Volume 3 │ Issue 1 │ 2017 181 Trinh Quoc Lap INFERRING THE MEANING OF UNKNOWN WORDS, USING THE CONTEXT CUES: A VIETNAMESE HIGH SCHOOL CASE (1) To what extent does context cue instruction enhance learners’ ability to infer word meaning from context? (2) What are learners’ perceptions towards inferring word meaning from context implementing Clarke and Nation’s Guessing Strategy ? For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejel/article/view/1209 European Journal of English Language Teaching - Volume 3 │ Issue 1 │ 2017 182