By Marjorie Bingham Wesche
Lexical inferencing is a primary approach in either analyzing comprehension and notice studying via examining. This identify provides a finished learn overview on moment language lexical inferencing and a clean research of first and moment language lexical inferencing by way of audio system of Persian, French and English.
content material: examine at the lexical inferencing technique and its results --
Cross-linguistic concerns in lexical inferencing --
Conceptualization and method --
First language impacts on wisdom resource use in moment language lexical inferencing --
Inferencing luck and preliminary improvement of notice wisdom --
Trilingual learn precis, dialogue and implications.
summary: Lexical inferencing is a critical strategy in either interpreting comprehension and be aware studying via examining. This identify provides a accomplished learn evaluate on moment language lexical inferencing and a clean research of first and moment language lexical inferencing via audio system of Persian, French and English
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Extra info for Lexical inferencing in a first and second language : cross-linguistic dimensions
Example text
The framework consists of two major parts, a generator/evaluator component and a metalinguistic control component. g. morphological knowledge) to generate and verify hypotheses about a word’s meaning, while the second provides a series of both sequential and parallel procedures to guide the learner’s decision making while seeking information and making and evaluating inferences, for example, when and how to seek help from the context or other sources of knowledge. Through this framework, Huckin and Bloch characterized their learners’ use of different knowledge sources and 24 Part 1: Lexical Inferencing: A Research Review cognitive strategies while inferencing, the degree to which these knowledge and procedural components were used and how they related to the students’ lexical inferencing success.
Identification and assemblage of lemma information involves finding and using various knowledge sources from textual cues and previous knowledge, guided by lemma specifications representing the word information components of the mental lexicon. Whereas experienced L2 readers may infer syntactic information with relative ease, semantic inference is much more open-ended, involving interaction among cumulative textual meaning, other textual cues and the learner’s conceptual system. The lemma search may activate an existing lemma in the reader’s L1, L2 (or Ln) mental lexicon that she or he may then associate with the new lexeme, such as that of a near L2 synonym, or a presumed lexical equivalent in the learner’s L1 or another known language.
This framework has proven useful in situating the lexical inferencing process in relation to word and text comprehension and to post-inferencing retention of new knowledge, as well as to clarify relationships between given lexical tasks and word learning outcomes (Paribakht & Wesche, 1996; Wesche & Paribakht, 2000). As applied to word learning through reading, the framework traces learners’ ‘input processing’ from the initial apperception (or noticing) of a new word form in the L2 data they read and its association with prior knowledge, through the comprehension of a meaning for it in the given context (a process that may involve lexical inferencing), to intake/assimilation of some mental representation of the word form and its associated meaning (as limited by the quality of analysis during initial comprehension), to the possible integration of all or part of this representation into existing knowledge structures.