Literaturnachweis - Detailanzeige
| Autor/in | Haynes, Margot |
|---|---|
| Titel | Patterns and Perils of Guessing in Second Language Reading. |
| Quelle | (1983), (15 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Adults; Classroom Techniques; Context Clues; English (Second Language); Inferences; Reading Processes; Reading Skills; Second Language Instruction; Vocabulary; Word Recognition; Word Study Skills |
| Abstract | This paper explores the patterns and processes used by adult students of English as a second language (ESL) when they guess at the meanings of nonsense words in a reading text. The findings suggest that while word-unit processing is a major component of both first- and second-language reading, a major difference between first- and second-language readers is that the latter will not have confidence in their judgment that a word is familiar or unfamiliar, and will guess at its meaning rather than pass it by. In addition, any familiarity in a word may arrest the second-language reader's attention and detract from top-down, contextual processing. This suggests that ESL teachers should recognize the importance of word unit processing and encourage guessing when contextual clues are available; be sensitive to the reduced ability to guess among low proficiency students with limited linguistic knowledge; avoid exclusive use of over-redundant texts; acknowledge that word-analysis is a natural strategy even though sometimes misleading; and provide practice in both guessing from context and word-level graphophonemic accuracy, thus building both flexibility and efficient access to word meaning in memory. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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