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Lexical inference strategies play an important role in vocabulary learning, but it is still unknown whether the effectiveness of inference strategies is related to learners’ proficiency levels. In this study, it is investigated how an explicit instruction of word-meaning inference strategies contributes to the success of meaning inference. Seventy-five Korean EFL university students participated in the task experiments (36 for the experiment with treatment of inference strategies instruction, 39 for the control with no treatment). Two reading texts materials containing 10 nonwords each were created. The participants’ meaning inference accuracy rate was tested two times (pretest and posttest after treatment). It was found that the experiment group was significantly more advanced than the control group in meaning inference and only the low-level students of the experiment showed a meaningful increase in meaning inference accuracy. The results indicated that the explicit instruction of word-meaning inference strategies was conducive to successful inference of unknown vocabulary, particularly in low-level students. Pedagogical implications regarding the instruction of word-meaning inference strategies in relation to learners’ proficiency levels were discussed.

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기사명 저자명 페이지 원문 목차
Instruction of meaning inference strategies and its relation to learners’ proficiency levels Chaehee Park p. 1027-1044

Faculty and students' evaluation of K to 12 English curriculum in a Philippine countryside university Erwin L. Purcia, Lewelyn H. Merida p. 1045-1059

(The) effect of L2 proficiency, L1 congruency, and collocation frequency on L2 collocation processing : an experimental study of Korean EFL learners Shinwoong Lee p. 1060-1084

Development and application of AI chatbot for cabin crews Hyejin Yang, Heyoung Kim p. 1085-1104

디지털 학습 환경에서 중학생들의 영어 학습 전략 사용에 관한 연구 = A study of Korean middle school students’ use of English learning strategies in a digital learning environment 주하민, 배지영 p. 1105-1127

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