L2 Vocabulary Learning From Context: Strategies, Knowledge Sources, and Their Relationship With Success in L2 Lexical Inferencing
By Hossein Nassaji. 2003
397 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/ca1c336380393e84552b5c09c5265c8647402f3f
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In Developmental and Educational Psychology
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Citations in the corpus
- The Effects of Topic Familiarity and Passage Sight Vocabulary on L2 Lexical Inferencing and Retention through Reading (2007, background): “When a word’s meaning is not known, new form– meaning mapping can occur through the bootstrapping processes described above (e.g. for L1 fast-mapping see Clark 1993; for L2 accounts see De Bot et al. 1997; Nassaji 2003; Paribakht and Wesche 1999), in combination with cues in the local or global cont”
- Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008, background): “(1) learners’ L2 proficiency (Bengeleil & Paribahkt, 2004); (2) learners’ use of appropriate guessing strategies (Nassaji, 2003); (3) the number of times unknown words occur in a text (Rott, 1999; Webb, 2007); (4) learners’ current level of L2 vocabulary knowledge (Laufer, 1997; Nation, 2001; Nassaj”
- Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom. (2010, background): “Finally, Nassaji (2003) suggested that ESL students might grope ineffectively for lexical inferences about word meanings from context, so that teachers should provide them with a chance to identify and define exact meanings for unknown words.”
- Review article: Instructed second language vocabulary learning (2008, background): “One of the reasons for this poor rate is that learners often confuse unknown words for words which they already know with a similar form (Nassaji, 2003), again highlighting the importance of form in learning vocabulary.”
- The Relationship between Depth of Vocabulary Knowledge and L2 Learners' Lexical Inferencing Strategy Use and Success (2004, methodology): “Introduction One of the central cognitive processes in reading comprehension is inferencing (R.C. Anderson & Pearson, 1984; Graesser & Bower, 1990; Kintsch, 1988, 1998; Monzo & Calvo, 2002; Nassaji, 2002, 2003a, 2003b; Whitney, 1987).”
- The Effect of Type of Written Exercise on L2 Vocabulary Retention (2006, methodology): “Research has looked at which vocabulary learning strategies learners use (Kojic-Sabo & Lightbown, 1999; Lessard-Clouston, 1994; Nassaji, 2003; Prince, 1995; Sanaoui, 1995; Schmitt & Schmitt, 1993) and how L2 learners’ vocabularies develop (Laufer, 1998; Laufer & Paribakht, 1998; Parry, 1993;…”
- A framework for developing EFL reading vocabulary (2005, background): “In practice, learners may combine steps 3 and 4 as a part of a process of verification and self-inquiry, which can be instructed using prompts and short, segmented texts (Nassaji, 2003; Porte, 1988).”
- The Role of Vocabulary Knowledge in Speaking Development of Saudi EFL Learners (2018, background): “Even though many of the above mentioned taxonomies exhibit the somehow same classifications and categories (Nassaji, 2003), the scheme of Oxford (1990) is mostly adopted by many vocabulary learning/teaching researchers.”