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dc.contributor.authorFraser, Carol
dc.date.accessioned2008-07-15T14:42:06Z
dc.date.available2008-07-15T14:42:06Z
dc.date.issued1999
dc.identifier.citationStudies in Second Language Acquisition,21(2):225-241
dc.identifier.issn0272-2631
dc.identifier.urihttps://yorkspace-new.library.yorku.ca/xmlui/handle/10315/1309
dc.identifier.urihttp://www.cambridge.org/
dc.description.abstractThis article reports on a strategy training study that investigated the lexical processing strategies (LPSs; ignore, consult, infer) used by L2 learners when they encounter unfamiliar vocabulary while reading and the impact of these strategies on vocabulary learning. A time-series with repeated-measures design was used. Introspective data were gathered from eight participants (Francophone university students, intermediate ESL proficiency) on eight texts over 5 months to elicit LPS use on self-identified unfamiliar words. Then, 1 week after each reading, participants completed a cued recall task to measure their learning of these words. An analysis of overall LPS use (changes in patterns and effectiveness of strategy use with LPS-focused instruction) and word retention rates demonstrates the potential for vocabulary learning through reading and indicates that some LPSs lead to higher retention rates than others. This research increases our understanding of the role of LPS use in vocabulary learning and suggests some reevaluation of current pedagogic practice.
dc.language.isoen
dc.publisherCambridge University Press - Copyright holder: Cambridge University Press - Http://journals.cambridge.org
dc.rightsThe definitive version was published in Studies in Second Language Acquisition, 21(2): 225-24.
dc.rights.urihttp://journals.cambridge.org/action/displayJournal?jid=SLA
dc.subjectESL
dc.subjectReading Strategies of ESL Learners
dc.subjectVocabulary Learning by ESL Learners
dc.subjectSecond Language Variation
dc.subjectEnglish
dc.subjectReading Skills of Second Language Learners
dc.titleLexical Processing Strategy Use and Vocabulary Learning Through Reading
dc.typeArticle


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