A Case Study of the Basic Learners’ Struggles in Guessing from Context to Retain Words Learned

Please always quote using this URN: urn:nbn:de:bvb:20-opus-296529
  • Guessing meaning from context is a challenging strategy for Second Language Learners (SLLs). In using the strategy, research found that poor students or low proficiency learners struggled in their attempts to use it. Mainly, it was reported that it was due to their vocabulary knowledge was limited. In another aspect, retaining vocabulary learnt is also important. Such is essential since learning vocabulary does not mean knowing the definition only. Yet, learners must also be able to use the vocabulary as they engage in language skills such asGuessing meaning from context is a challenging strategy for Second Language Learners (SLLs). In using the strategy, research found that poor students or low proficiency learners struggled in their attempts to use it. Mainly, it was reported that it was due to their vocabulary knowledge was limited. In another aspect, retaining vocabulary learnt is also important. Such is essential since learning vocabulary does not mean knowing the definition only. Yet, learners must also be able to use the vocabulary as they engage in language skills such as reading, writing, speaking and listening. The study aims at finding the hindrances faced among poor students’ using contextual clues in retaining vocabulary. The study employed a case study to collect data from two basic students studying at a tertiary level. The study found that their hindrances in guessing meaning contexts were due to their being confused in guessing meaning when reading a sentence. Also, it was found that they were not able to find clues since they lacked vocabulary to guess correctly. The study implied that guessing meaning from context required sizeable vocabulary knowledge. Therefore, more training is necessary to assist basic learners in being successful in guessing from contexts.show moreshow less

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Metadaten
Author: Zuraina Ali
URN:urn:nbn:de:bvb:20-opus-296529
Document Type:Book article / Book chapter
Faculties:Philosophische Fakultät (Histor., philolog., Kultur- und geograph. Wissensch.) / Neuphilologisches Institut - Moderne Fremdsprachen
Language:English
Parent Title (English):Studies in Modern English
Editor: Nataliia Lazebna, Dinesh Kumar
Year of Completion:2022
Publisher:Würzburg University Press
Place of publication:Würzburg
Pagenumber:117-124
DOI:https://doi.org/10.25972/WUP-978-3-95826-199-0-117
Dewey Decimal Classification:4 Sprache / 42 Englisch, Altenglisch / 420 Englisch, Altenglisch
Tag:basic learners; contextual clues; vocabulary; vocabulary knowledge; vocabulary retention
Release Date:2022/12/12
Collections:Sammel- und Konferenzbände (Edited volumes and conference proceedings) / Studies in Modern English / Beiträge (Contributions)
Licence (German):License LogoCC BY-SA: Creative-Commons-Lizenz: Namensnennung, Weitergabe unter gleichen Bedingungen 4.0 International