Effective Word-guessing Clues with Chinese EFL Learners

Yan Qin, Rong Zhang

Abstract


This study aims to find out the frequently-used word-guessing clues by Chinese EFL learners in reading comprehension and examine the potential factors which affect their vocabulary acquisition performance. 60 Chinese students were required to complete a reading comprehension test and three questionnaires on their attitude and willingness to guess new words in an English article. The results indicate that (1) there is a relationship between Chinese learners’ word-guessing accuracy and their test scores for reading comprehension; (2) strategies Chinese EFL learners most frequently used may not effective as we expected in word acquisition; (3) Chinese learners with higher English proficiency tend to show more desirable performance in vocabulary acqusition. These findings provide pedagogical suggestions to English teachers on their instruction of effective unknown word guessing.

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