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101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 10$aLexical inferencing in a first and second language$b[electronic resource] $ecross-linguistic dimensions /$fMarjorie Bingham Wesche and T. Sima Paribakht
210   $aBristol ;$aBuffalo $cMultilingual Matters$dc2010
215   $a1 online resource (211 p.)
225 1 $aSecond language acquisition
300   $aDescription based upon print version of record.
311   $a1-84769-222-2 
311   $a1-84769-223-0 
320   $aIncludes bibliographical references and index.
327   $tFront matter --$tContents --$tList of Figures and Tables --$tAcknowledgements --$tPreface --$tChapter 1 Research on the Lexical Inferencing Process and its Outcomes --$tChapter 2. Cross-linguistic Issues in Lexical Inferencing --$tChapter 3. Conceptualization and Methodology --$tChapter 4. First Language Influences on Knowledge Source Use in Second Language Lexical Inferencing --$tChapter 5. Inferencing Success and Initial Development of Word Knowledge --$tChapter 6. Trilingual Study Summary, Discussion and Implications --$tAppendices --$tReferences --$tIndex
330   $aThis book presents a comprehensive review of previous research on lexical inferencing, co-authored by Kirsten Haastrup, and a major new trilingual study of lexical inferencing by both first (L1) and second language (L2) readers. Research since the 1970's on this apparently universal cognitive process in L2 reading and vocabulary learning is surveyed, including the kinds of knowledge and textual cues L2 readers use when inferring unknown word meanings, factors influencing their success and knowledge retention, and relevant theory. A comparative study of L1 and L2 lexical inferencing by Persian and French and English speakers is then presented, focusing on evidence of L1 transfer in the L2 inferencing process, its success and readers? gains in L2 word knowledge. Influences of the specific L1 are distinguished from those of native versus non-native proficiency, relative cultural familiarity of texts, readers? L2 proficiency, text language features and other factors. The relative typological distance between readers? L1 and L2 is reflected in systematic differences between L1 speakers of Persian and French in their L2 lexical inferencing. Implications are drawn for L2 instruction at advanced levels.
410  0$aSecond language acquisition (Clevedon, England)
606   $aSecond language acquisition
606   $aReading comprehension
606   $aVocabulary
606   $aLanguage and languages$xStudy and teaching
608   $aElectronic books.
615  0$aSecond language acquisition.
615  0$aReading comprehension.
615  0$aVocabulary.
615  0$aLanguage and languages$xStudy and teaching.
676   $a401.93
686   $aES 875$2rvk
700   $aWesche$b Marjorie Bingham$f1941-$01035050
701   $aParibakht$b Tahereh$f1949-$01035051
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910456551503321
996   $aLexical inferencing in a first and second language$92454548
997   $aUNINA