문맥을 통한 아랍어 학습자의 어휘추론전략에 관한 연구

Research on AFL Learners' Strategies of Lexical Inference in Context

The importance of lexical ability in second language learning cannot be emphasized enough AFL learners who are to learn extensive vocabulary need effective learning strategies to improve lexical ability as well as reading ability. The strategies investigated in this paper and the conclusion drawn from this study will provide AFL learners and teachers with a better understanding of how effective strategies can lead to improvements in language learning. To this end this paper will focus on the following areas of research as a means to determine the importance of context in the application of various lexical inference strategies. The study of the degree of understanding of second language lexical inference strategies by AFL learners and korean Arabic teachers. The investigation into the effect of lexical inference variation as a result of context. The comparison of poorly effective strategies of lexical inference and more effective, context-based, strategies. In pursuing these research goals this study utilized "background questionnaires", "strategy questionnaires" and "think-aloud interviews" involving 50 learners with the aim of compiling data regarding lexical inference strategies. The results implied the following: First, many Arabic teachers recommended and many students also preferred "reading context" over "nearby words" and "background knowledge". In the case of students exposed to lexical inference strategies, many students had a lower expectation of the success of lexical inference. Second, the success ratio of 22% for lexical inference in "no context clue" was found to be lower than inferential success ratio in "full context clues". The inferential success ratio in "partial context clues" of 55% was also lower than the 64% success ratio in "full context clues". These results provide evidence that context clues can influence lexical inference in AFL learners' reading. Third, each strategic application of AFL learners concentrated on either "reading context", and "nearby words". These strategies with which AFL learners were familiar were found to result in increase in errors. It is possible to infer from this that AFL learners lack an understanding of the other strategies. To produce better results it follows that teachers should encourage the use of various strategies after examing the text materials, and induce AFL learners to apply the strategies that produce higher inferential success ratios.