Using Pedagogic Intervention to Cultivate Contextual Lexical Competence in L2
This book challenges prevailing linguistic presumptions concerning contextual lexical meaning by determining whether pedagogic intervention targeted at raising Chinese EFL learners’ awareness of the pragmatic nature of contextual lexical meaning can enhan
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Using Pedagogic Intervention to Cultivate Contextual Lexical Competence in L2 An Investigation of Chinese EFL Learners
Using Pedagogic Intervention to Cultivate Contextual Lexical Competence in L2
Gaiyan Wang
Using Pedagogic Intervention to Cultivate Contextual Lexical Competence in L2 An Investigation of Chinese EFL Learners
Gaiyan Wang School of English Studies Xi’an International Studies University Xi’an, Shaanxi, China
ISBN 978-3-319-92715-2 ISBN 978-3-319-92716-9 (eBook) https://doi.org/10.1007/978-3-319-92716-9 Library of Congress Control Number: 2018944263 © The Editor(s) (if applicable) and The Author(s) 2019 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
This book is the result of my long-term interest in vocabulary acquisition in second language (L2) reading and in L2 vocabulary pedagogy. In my over twenty years of experience as a teacher of English as a second language (ESL) at the tertiary level, I have frequently had to face students’ complaints about the inefficiency of their effort to infer the meaning of an unknown word they have met in the process of ESL reading. Lexical inferencing is not an easy task for them. Yet, in spite of the difficulty, on many occasions, lexical inferencing is their only choice, as, for example, in taking examinations when students are not allowed to use a dictionary and in cases when they are free to consult a dictionary but no dictionary is available. Sometimes, even when they are free to use dictionaries and a dictionary happens to be at hand, they still feel compelled to infer the meaning of an unknown word because, at this stage of ESL learning, students are increasingly aware that the meanin
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