You are not logged in.
Openly accessible

The effect of guessing vocabulary in reading authentic texts among pre-university students

Shokouhi, Hossein and Askari, Hamdollah 2010, The effect of guessing vocabulary in reading authentic texts among pre-university students, Arizona working papers in second language acquisition and teaching, vol. 17, pp. 75-89.

Attached Files
Name Description MIMEType Size Downloads
shokouhi-effectofguessing-2010.pdf Published version application/pdf 206.98KB 125

Title The effect of guessing vocabulary in reading authentic texts among pre-university students
Author(s) Shokouhi, Hossein
Askari, Hamdollah
Journal name Arizona working papers in second language acquisition and teaching
Volume number 17
Start page 75
End page 89
Total pages 15
Publisher University of Arizona
Place of publication Tucson, Arizona
Publication date 2010
Keyword(s) reading vocabulary
pre-university
students
Summary 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.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C3.1 Non-refereed articles in a professional journal
Copyright notice ©2010, University of Arizona, Second Language Acquisition and Teaching
Persistent URL http://hdl.handle.net/10536/DRO/DU:30045969

Document type: Journal Article
Collections: School of Education
Open Access Collection
Connect to link resolver
 
Link to Related Work
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 191 Abstract Views, 125 File Downloads  -  Detailed Statistics
Created: Tue, 26 Jun 2012, 10:32:42 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.