Lexical inferencing strategies by learners of English as a foreign language - Etaywe, Awni
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Thesis (M.A.) from the year 2013 in the subject English Language and Literature Studies - Linguistics, grade: 91.1%, , course: Applied Linguistics, language: English, abstract: This study has sought to investigate the lexical inferencing strategies that Jordanian graduate and undergraduate learners of English as a foreign language (EFL) employ as they read to infer the meaning of unfamiliar words. It examines whether learners of various academic levels would use the same or different strategies. It evaluates how successfully they can employ these strategies to attain the proper meaning. To…mehr

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Produktbeschreibung
Thesis (M.A.) from the year 2013 in the subject English Language and Literature Studies - Linguistics, grade: 91.1%, , course: Applied Linguistics, language: English, abstract: This study has sought to investigate the lexical inferencing strategies that Jordanian graduate and undergraduate learners of English as a foreign language (EFL) employ as they read to infer the meaning of unfamiliar words. It examines whether learners of various academic levels would use the same or different strategies. It evaluates how successfully they can employ these strategies to attain the proper meaning. To this end, a survey comprising of a lexical inferencing test and a questionnaire was used to collect data from 103 learners of English. learners were divided into three groups: beginner (first year) BA students, advanced (fourth year) BA students and MA students.The collected data from learners' responses were analyzed quantitatively, and categorized qualitatively according to Paribakht and Wesche's classification (1999) of linguistic knowledge source-based lexical inferencing strategies. Results show that learners' lexical inferencing ability was inadequate in general, particularly among beginner students at the BA level. The most frequently used strategy by all groups is the discourse-based strategy followed by establishing word associations then by grammar-based strategy.Results show differences between the study groups in terms of the successful employment of certain strategies, as well as the type and the frequency of the strategies used. Differences could be attributed to the variance in the acquired skills which build up as the academic level of learners advances. The study highlights the importance of teaching lexical inferencing strategies to students of EFL.
Autorenporträt
Awni Shati Mohammad Etaywe is a Full Member of the Jordanian Association of Translators and Applied Linguists (JATAL), which is a member of the International Association of Applied Linguistics (AILA). He holds a Master Degree of Arts in Applied Linguistics from Jordan University of Science and Technology (with plus grande distinction). In 2002, he was awarded King Abdullah II Award for the top cadet in English Language and Military Science department, Mütah University/Military Branch, Jordan. In 2004, he was commissioned from the UK Royal Military Academy Sandhurst where he was introduced to the world of leadership and management, and was awarded the Commandant's War Studies Paper award for the best overseas writing-cadet. He has several diplomas and certificates in management, including: NGO and Volunteer Work Management (with distinction) from the German-Jordanian University; HR Management certificate from DRMI, Navy Postgraduate School, Monterey, California; Project management (from PMI JO); Sustainable Business-Managing the Triple Bottom Line from Alison, Ireland. Mr. Etaywe has served as a head of translation division at Jordan Armed Forces-Center for Studies and Lessons Learned, and as a linguist and liaison officer at the United Nations Stabilization Mission in DRC (MONUSCO), and the United Nations Mission in Eritrea and Ethiopia (UNMEE). He has received a number of medals and awards from the United Nations, Jordan Armed Forces, and the German-Jordanian University. As a linguist, he has been recently recognized by the US Center for Army Lessons Learned (US CALL) for his standard of excellence and professionalism in support of the multinational Exercise Eager Lion. He is the co-author of Lessons Learned Précis (in Arabic), the author of Leadership Précis: Situational and Adaptive Leadership (in Arabic), Fundamental English Grammar Review, Petra Treasury of Essential Idioms and Multi-part Verbs (English-Arabic), and Step by Step into TOEFL-like National Exam. He is the translator of the ¿US Kauffman Foundation¿s Fast-Trac New Venture Manual¿ and the co-translator of the ¿US Kauffman Foundation¿s Fast-Trac Tech-Entrepreneur Manual¿. His fields of interest include Pragmatics, Sociolinguistics, forensic linguistics and Discourse Analysis.