The Comparative Effect of Types of Contextual Clues on Iranian EFL Learners’ Prediction of the Meaning of Unknown Vocabularies

Kolahi SH.¹, Alikhademi Azam^1, and Kehtari M.¹

¹Islamic Azad University, Central Tehran Branch

Cite this paper:
Kolahi SH., Alikhademi Azam and Kehtari M.. The Comparative Effect of Types of Contextual Clues on Iranian EFL Learners’ Prediction of the Meaning of Unknown Vocabularies. American Journal of Educational Research. 2013; 1(8):272-278. doi: 10.12691/education-1-8-1

Abstract

Understanding the meaning of unknown vocabularies has always been a great challenge for ESL/EFL learners. This study was an attempt to examine whether Iranian EFL learners’ use of contextual clues has any significant impact on their knowledge of unknown vocabularies. The participants of the study were Sixty Iranian intermediate learners of Kish institute in Tehran, Iran. To homogenize the participants in terms of their English language proficiency Practice Tests (PET) was run Forty participants whose score fell one standard deviation above and below the mean were selected to take part in the study. The participants then were randomly divided in to two groups. A Reading test was administered at this stage to check if the participants’ reading proficiency was not significantly different at the outset of the study. The experimental group received the treatment. Four types of contextual clue _ Explanation, Example, Antonym, Synonym _ were taught and practiced during ten sessions of instruction. The control group, on the other hand was taught based on the routine program with no emphasis on contextual clues. The reading section of another version of PET was administered as the post test. A t-test was run to analyze the results. The participants in the experimental group significantly outperformed those in the control group. The analysis of data revealed that knowledge and use of contextual clues has a significant impact on guessing the meaning of unknown vocabularies among Iranian EFL learners. Moreover, the researchers examined the comparative effect of types of contextual clue on learners’ prediction of the meaning of unknown vocabularies. Their finding revealed that synonyms initially have the most effect. Then, explanations (definitions) and antonyms alternatively have effects on learners’ prediction of the meaning of unknown vocabularies.

Keywords:
types of contextual clues _ explanation example antonym synonym _ prediction of meaning unknown vocabularies

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Figures

References:

[1]	Dechert, D. A., Kibby, M. W., Rapaport, W.J., & Wieland, K. M. (2002). Contextual Semantic Investigation for Word Meaning.University at Buffalo. Retrieved fromwww.cse.buffalo.edu/~rapaport/CVA
[2]	TimTim, M. (2008). The effectiveness of guessing vocabulary meaning using contextual clues and learning word list in terms of vocabulary retention. (Unpublished dissertation). University of Hong Kong, Hong Kong.
[3]	An Interview with Professor Michael McCarthy. (2001, May) Cambridge Connection, Hong Kong/ China Edition, 2, 1.
[4]	Allen, J. (2006). Words, Words, Words: Teaching Vocabulary in Grades 4-12. Stenhouse.pp:24_26.
[5]	Blass, L., Hartmann, P. (2007). Quest3 reading and writing (2nded.). NewYork: McGrowHill Company
[6]	Langon, J. (2008). Ten Steps to Improving College Reading Skills (5th ed.), 21_35.
[7]	Carnine, D., Kameenui, E.J., & Coyle, G. ( 1984). Utilization of Contextual Information in Determining the Meaning of Unfamiliar Words. Reading Research Quarterly, 19(2), 188-204.
[8]	Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
[9]	Alavi, M., & Kaivanpanah, Sh. (2008). The role of linguistic knowledge in word-meaning inferencing. System, 36 (2), 172–195.
[10]	Cai, W., & Lee, B. (2010). Investigating the effect of contextual clues on the processing of unfamiliar words in second language listening comprehension. Australian Review of Applied Linguistics, 33 (2).
[11]	Anderson, R. C., Herman, P., & Nagy, W. (1987). Learning Word Meanings from Context During Normal Reading. American Educational Research Journal, 24(2), 237- 270.
[12]	Nagy, W., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.
[13]	Nagy, W. (1988). Teaching Vocabulary to Improve Reading Comprehension. Newark, DE: International Reading Association.