Using Pedagogic Intervention to Cultivate Contextual Lexical Competence in L2 : An Investigation of Chinese EFL Learners

This book challenges prevailing linguistic presumptions concerning contextual lexical meaning by examining whether pedagogic intervention targeted at raising Chinese EFL learners’ awareness of the pragmatic nature of contextual lexical meaning can enhance the learners’ contextual lexical inferencing competence (CLIC). CLIC is crucial to the development of a learners’ vocabulary, reading ability and autonomy in reading. Through an empirical study conducted among a group of adult Chinese students of English, the author shows that the power of CLIC instruction lies mainly in its effectiveness in enhancing learners’ self-confidence in making lexical inferences. This book will be of interest to researchers and students of applied linguistics, TESOL, language education, and for language professionals keen to extend their research experience. Preface 5 Acknowledgments 8 Contents 10 Key Abbreviations 12 List of Figures 13 List of Tables 15 1: Introduction 18 1.1 Lexical Inferencing and Training: An Abiding Interest in L2 Vocabulary Pedagogy 18 1.2 A Field of Controversies, Negligence and Knowledge Gaps 20 1.2.1 Controversies Over Vocabulary Learning With/Without Context 21 1.2.2 Controversies Over Contextual Vocabulary Learning With/Without Instruction 23 1.2.3 Inattention to Vocabulary in L2 Instruction 25 1.2.4 Memory-Oriented Vocabulary Pedagogical Assumptions 26 1.2.5 Neglected Vocabulary Instruction for University-Level L2 Learners 28 1.2.6 Knowledge Gaps in Vocabulary Study 30 1.2.6.1 Lack of an Overall Theory of Vocabulary Acquisition 30 1.2.6.2 Lack of a Reliable and Valid Measurement of Various Aspects of Word Knowledge 31 1.2.6.3 Lack of Communication Among Vocabulary Specialists in Different Fields 31 References 34 Part I: CLIC: The Concept and Its Cultivation 37 Overview 37 2: Introduction: What Is CLIC? 39 2.1 Current State of Research on Lexical Inferencing 40 2.1.1 The Framework of Levels of Processing 41 2.1.2 Task-Induced ILH 42 2.1.3 TFA Framework 45 2.2 Need for Re-conceptualizing the Current View on the Nature of Lexical Meaning 47 2.2.1 Static View on the Nature of Lexical Meaning 47 2.2.2 Dynamic View on the Nature of Lexical Meaning 49 2.2.3 The Dynamic Nature of Lexical Meaning Versus Lexical Inferencing 51 2.2.4 Lexical Competence Versus CLIC 52 2.3 Need for Fostering L2 CLIC Through Pedagogical Intervention 53 2.3.1 Two Approaches to Vocabulary Pedagogy 53 2.3.2 Controversies Over the Two Approaches 54 2.3.3 Complementary Nature of the Two Approaches 55 2.3.3.1 Expansion of Vocabulary Size 56 2.3.3.2 Improvement of Lexical Competence 58 Linguistic Meaning Versus Pragmatic Meaning 59 Transition Between Linguistic Meaning and Pragmatic Meaning 60 2.3.3.3 Service Provided to L2 Learners at Different Proficiency Levels 63 2.3.4 CLIC Cultivation as a Bridge Connecting the Two Approaches 64 2.4 Research Questions 68 References 73 3: CLIC-Related Concepts and a CLIC Conceptual Model 79 3.1 Redefining CLIC-Related Concepts 80 3.1.1 Context 80 3.1.1.1 Text-Based Classifications of Context 80 3.1.1.2 Learner-Based Taxonomies of Knowledge Sources 82 3.1.1.3 Rapaport and Kibby’s (2007, 2009) Definition of Context 87 3.1.1.4 An Operational Definition of Context for the Present Study 88 3.1.2 Lexical Inferencing 89 3.1.2.1 Inferencing 89 3.1.2.2 Lexical Inferencing in the Process of Reading 90 3.1.2.3 Operational Definition of Lexical Inferencing for the Present Study 97 3.1.3 IVA 98 3.1.3.1 IVA Hypothesis 98 3.1.3.2 Incidental Versus Implicit Vocabulary Learning 99 3.1.4 A Combined Model of IVA 103 3.1.4.1 Inferencing at the Text Level 104 3.1.4.2 Inferencing at the Word Level 105 3.1.4.3 Focus and Enrichment Instead of Inferencing 106 3.1.4.4 Operational Definitions of IVA, RC and LA 106 3.2 A Conceptual Model of CLIC and Its Related Concepts 107 References 109 4: In Search of Theoretical Foundations for CLIC Instructional Methods 116 4.1 Criteria Used to Look for a CLIC Pedagogical Method 116 4.2 Studies That Investigated L1 Children 119 4.2.1 Instructions on the Use of Contextual Clues 120 4.2.2 Cloze Exercises as a Means for Contextual Clue Instruction 122 4.2.3 General-Strategy Instruction 123 4.2.4 A Mixture of Context Clues and General-Strategy Training 125 4.3 Studies That Investigated L2 Learners 126 4.3.1 Descriptive Studies 126 4.3.2 Empirical Research 130 4.4 A Computer-Based Vocabulary-Instruction Curriculum 132 4.4.1 The Computational Theory 134 4.4.2 The CVA Curriculum 135 4.5 A Critique of the CVA Curriculum 138 4.5.1 The Goal of Instruction 139 4.5.2 The Method of Instruction 141 4.5.3 Evaluation of the Efficiency of CLIC Instruction 143 4.5.4 Establishing a CLIC Instructional Model 144 4.6 A Model of CLIC Development Under Conditions of Pedagogical Intervention 149 4.6.1 Defining Key Terms Used to Describe the Model 149 4.6.2 A Model of CLIC Development 150 References 153 Part II: A Pedagogical Experiment on CLIC Cultivation 157 Overview 157 5: Empirical Research Methodology 158 5.1 Variables for Investigation 159 5.1.1 Pedagogical Treatment 159 5.1.2 CLIC 159 5.1.3 IVA 160 5.1.4 RC 160 5.1.5 LA in Reading 161 5.2 Empirical Research Design 161 5.3 Investigative Approach 162 5.4 Participants 162 5.5 Instrumentation 164 5.5.1 Instrument for the Pre-test 165 5.5.2 Instruments for Pedagogical Treatment 166 5.5.2.1 A Practice Passage 166 5.5.2.2 A List of Ten Assumptions Concerning CLI 167 5.5.2.3 A Flow Chart of CLI Procedures 167 5.5.2.4 A Clue Inventory for Target Words of Different Parts of Speech 168 5.5.3 TCLIC 168 5.5.4 Instruments for Delayed Post-test 173 5.5.4.1 Form-Recognition Test 173 5.5.4.2 RC Test 174 5.5.4.3 LA Test 174 5.5.5 Piloting Instruments 174 5.6 Data Collection 175 5.6.1 Vocabulary Levels Test 175 5.6.2 Pedagogical Treatment 176 5.6.3 Test of CLIC (TCLIC) 178 5.6.4 Form-Recognition Test, RC Test and LA Scale 178 References 179 6: Preparation of the Data 181 6.1 Preparation for Scoring the Data 181 6.1.1 Participants’ Performance on the Vocabulary Levels Test 181 6.1.2 Participants’ Performance on the TCLIC 182 6.1.2.1 The SOLO Taxonomy: A Brief Account 184 6.1.2.2 Compatibility Between Flexibility in Using Clues and SOLO 184 6.1.2.3 A Detailed Description of Hierarchical Flexibility in Using Clues Within the SOLO Framework, Together with Scoring Criteria 185 6.1.2.4 Examples Illustrating the Use of SOLO to Analyze Flexibility 187 6.1.3 Participants’ Performance on the Form-Recognition Test 193 6.1.4 Participants’ Performance on the RC Test 194 6.1.5 Participants’ Performance on the LA Scale 194 6.2 Preparation for Statistical Analysis 194 References 195 7: Effects of Pedagogical Intervention 196 7.1 Effects of Pedagogical Intervention on CLIC 197 7.1.1 Criteria for Judging the Performance of TCLIC 197 7.1.2 Descriptive Statistics on TCLIC Scores 201 7.1.3 Statistical Analysis of TCLIC Scores 202 7.2 Effects of Pedagogical Intervention on IVA, RC and LA 207 7.2.1 Criteria for Judging the Performance of CLIC, IVA, RC and LA 208 7.2.2 Descriptive Statistics on CLIC, IVA, RC and LA Scores 209 7.2.3 Statistical Analysis of CLIC, IVA, RC and LA Scores 211 7.3 Summary of the Major Findings 215 References 217 Part III: Further Thoughts on CLIC Pedagogy 218 Overview 218 8: CLIC Pedagogy: Reflections 219 8.1 On the Major Findings 220 8.1.1 Fit Between Major Findings and Research Hypotheses 220 8.1.2 Relationship Between Goals of CLIC Instruction, Confidence in Lexical Inferencing, and Lexical Inferencing Behaviors 222 8.1.2.1 Goals of CLIC Instruction 222 8.1.2.2 Enhanced Confidence in Lexical Inferencing 225 8.1.2.3 Better Judgment in Selecting Contextual Clues 227 8.1.2.4 Summary of Their Relationships 231 8.1.3 Relationship Between CLIC, Its Related Abilities and LA in Reading 232 8.1.4 Contribution of CLIC to the Improvement of IVA and RC 232 8.1.5 Lack of Correlation Between CLIC and LA 234 8.1.6 The Role of L2 Proficiency in the Development of CLIC 237 8.1.7 Conclusions 238 8.2 Pedagogical Implications 239 8.3 Limitations and Suggestions for Further Research 240 References 242 Appendices 245 Appendix 1: Vocabulary Levels Test (Developed by Schmitt et al. 2001) 245 Appendix 2: A Practice Passage 246 Appendix 3: TCLIC 247 Appendix 4: Form-Recognition Test, RC Test, Confidence Test 250 References 254 Index 272 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 enhance the learners' contextual lexical inferencing competence (CLIC). CLIC is crucial to the development of their vocabulary, reading ability and autonomy in reading. Through an empirical study conducted among a group of adult Chinese students of English, the author shows that the power of CLIC instruction lies mainly in its effectiveness in enhancing learners' self-confidence in making lexical inferences. This book will be of interest to researchers and students of applied linguistics, TESOL and language education more generally, and for language professionals keen to extend their research experience. Wang Gaiyan is a professor at Xi'an International Studies University, China. She obtained her Ph. D. in applied linguistics from Guangdong University of Foreign Studies, Guangzhou, China. Her research interests lie mainly in second language acquisition and pedagogy, including second language vocabulary acquisition in reading process, the nature of lexical meaning, and second language vocabulary pedagogy. The focus of her research is on incidental vocabulary acquisition in reading contexts Front Matter ....Pages i-xix Introduction (Gaiyan Wang)....Pages 1-19 Front Matter ....Pages 21-22 Introduction: What Is CLIC? (Gaiyan Wang)....Pages 23-62 CLIC-Related Concepts and a CLIC Conceptual Model (Gaiyan Wang)....Pages 63-99 In Search of Theoretical Foundations for CLIC Instructional Methods (Gaiyan Wang)....Pages 101-141 Front Matter ....Pages 143-143 Empirical Research Methodology (Gaiyan Wang)....Pages 145-167 Preparation of the Data (Gaiyan Wang)....Pages 169-183 Effects of Pedagogical Intervention (Gaiyan Wang)....Pages 185-206 Front Matter ....Pages 207-207 CLIC Pedagogy: Reflections (Gaiyan Wang)....Pages 209-234 Back Matter ....Pages 235-265