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Lexical inferencing procedures in L3 Italian

Smidfelt, Linda LU (2014) 3rd International Conference on Theoretical and Applied Linguistics: Structure, Use, and Meaning in Intercultural Settings In Structure, Use, and Meaning in Intercultural Settings p.259-270
Abstract
This study is aimed at investigating and describing the different procedures of foreign language learners of Italian when they infer the meaning of unknown words in a written authentic text. Vocabulary is a crucial component in the learning process of a foreign language and many studies show that lexical inferencing is one of the most important strategies when foreign language learners encounter unknown words in a context. Think-aloud protocols in combination with stimulated recalls were used to examine the lexical inferencing procedures of upper secondary school students of Italian as L3. The combination of the two methods is widely used in this line of research (Fraser, 1999; Bengeleil & Paribakht 2004). The informants, of varying... (More)
This study is aimed at investigating and describing the different procedures of foreign language learners of Italian when they infer the meaning of unknown words in a written authentic text. Vocabulary is a crucial component in the learning process of a foreign language and many studies show that lexical inferencing is one of the most important strategies when foreign language learners encounter unknown words in a context. Think-aloud protocols in combination with stimulated recalls were used to examine the lexical inferencing procedures of upper secondary school students of Italian as L3. The combination of the two methods is widely used in this line of research (Fraser, 1999; Bengeleil & Paribakht 2004). The informants, of varying proficiency levels of the target language, were interviewed about their language background and use. Their use of interlingual inferencing (the use of the learner's L1 or other previously studied languages), intralingual inferencing (the use of the target language itself such as word classes or morphology) and contextual inferencing (the use of the immediate context or world knowledge) was examined (Haastrup 1999; Wesche & Paribakht 2010). The informants' use of additional strategies, as well as individual differences, was also explored. Interlingual inferencing proved to be the most employed strategy among all the informants, independently of proficiency level of the target language. The use of Italian outside of the school context proved to be a decisive factor for the number of intralingual and contextual strategies utilized. The general finding of this study suggests that even at low proficiency levels students manage to make use of varying inferencing strategies, but the most employed strategy is interlingual inferencing across all proficiency levels. (Less)
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author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
L3 acquistision, lexical inferencing, proficiency level, Italian
in
Structure, Use, and Meaning in Intercultural Settings
pages
259 - 270
publisher
Editura Universitatii Transilvania din Brasov
conference name
3rd International Conference on Theoretical and Applied Linguistics: Structure, Use, and Meaning in Intercultural Settings
external identifiers
  • WOS:000360953700019
ISBN
978-606-19-0466-2
language
English
LU publication?
yes
id
2939a6e0-56b9-4001-8374-dad86c73fc9d (old id 8077456)
date added to LUP
2015-10-26 13:39:33
date last changed
2016-04-16 10:22:19
@inproceedings{2939a6e0-56b9-4001-8374-dad86c73fc9d,
  abstract     = {This study is aimed at investigating and describing the different procedures of foreign language learners of Italian when they infer the meaning of unknown words in a written authentic text. Vocabulary is a crucial component in the learning process of a foreign language and many studies show that lexical inferencing is one of the most important strategies when foreign language learners encounter unknown words in a context. Think-aloud protocols in combination with stimulated recalls were used to examine the lexical inferencing procedures of upper secondary school students of Italian as L3. The combination of the two methods is widely used in this line of research (Fraser, 1999; Bengeleil & Paribakht 2004). The informants, of varying proficiency levels of the target language, were interviewed about their language background and use. Their use of interlingual inferencing (the use of the learner's L1 or other previously studied languages), intralingual inferencing (the use of the target language itself such as word classes or morphology) and contextual inferencing (the use of the immediate context or world knowledge) was examined (Haastrup 1999; Wesche & Paribakht 2010). The informants' use of additional strategies, as well as individual differences, was also explored. Interlingual inferencing proved to be the most employed strategy among all the informants, independently of proficiency level of the target language. The use of Italian outside of the school context proved to be a decisive factor for the number of intralingual and contextual strategies utilized. The general finding of this study suggests that even at low proficiency levels students manage to make use of varying inferencing strategies, but the most employed strategy is interlingual inferencing across all proficiency levels.},
  author       = {Smidfelt, Linda},
  booktitle    = {Structure, Use, and Meaning in Intercultural Settings},
  isbn         = {978-606-19-0466-2},
  keyword      = {L3 acquistision,lexical inferencing,proficiency level,Italian},
  language     = {eng},
  pages        = {259--270},
  publisher    = {Editura Universitatii Transilvania din Brasov},
  title        = {Lexical inferencing procedures in L3 Italian},
  year         = {2014},
}