Exploring Lexical Inferencing as a Vocabulary Acquisition Strategy through Computerized Dynamic Assessment and Static Assessment

Autor/inn/en	Ebadi, Saman; Weisi, Hiwa; Monkaresi, Hamed; Bahramlou, Khosro
Titel	Exploring Lexical Inferencing as a Vocabulary Acquisition Strategy through Computerized Dynamic Assessment and Static Assessment
Quelle	In: Computer Assisted Language Learning, 31 (2018) 7, S.790-817 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebadi, Saman) ORCID (Monkaresi, Hamed) ORCID (Bahramlou, Khosro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1451344
Schlagwörter	Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Quasiexperimental Design; Inferences; Teaching Methods; Computer Software; Computer Assisted Instruction; Pretests Posttests; Reading Processes; Achievement Gains; Transfer of Training; Computer Assisted Testing; Sociocultural Patterns; Learning Theories; Foreign Countries; Evaluation Methods; Iran + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Inference; Inferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Leseprozess; Achievement gain; Leistungssteigerung; Training; Transfer; Ausbildung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Ausland
Abstract	Lexical inferencing has not led to substantial vocabulary gains. In previous studies, the learners were not obliged by design to notice the unfamiliar words and static approaches to assessment were adopted. In this quasi-experimental study, we adopted dynamic assessment (DA) approach and took measures to ensure noticing of the new words. Through purposive sampling, 80 intermediate English as a Foreign Language (EFL) students were selected as participants. They were randomly assigned to computerized dynamic assessment (CDA) and static assessment (SA) groups. Participants read five texts, one per week, and inferred the meaning of highlighted unfamiliar words. In CDA group, through a software program, struggling learners received graduated mediational hints for each target word which helped them to infer the meaning of unfamiliar words. No mediational assistance was provided to the participants of SA group. Acquisition and retention post-tests were administered to both groups one day and four weeks after reading each text, respectively. Results showed that vocabulary gains in CDA group were significantly higher than those in the control group. The findings suggest that the noticing of unfamiliar words and the adoption of DA approach could enhance vocabulary gains from lexical inferencing. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01