Article published In:
Australian Review of Applied Linguistics
Vol. 37:1 (2014) ► pp.323
Albrechtsen, D., Haastrup, K., & Henriksen, B.
(2008) Vocabulary and writing in a first and second language: Processes and development. New York: Palgrave Macmillan. DOI logoGoogle Scholar
Artley, A. S.
(1943) Teaching word-meaning through context. Elementary English Review, 201, 68–74.Google Scholar
Bensoussan, M. & Laufer, B.
(1984) Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 71, 15–32. DOI logoGoogle Scholar
Carnine, D., Kameeniu, E. J., & Coyle, G.
(1984) Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 191, 188–204. DOI logoGoogle Scholar
Cederholm, P. & Danell, A.
(2007) Känslan för ord. Svenska B. Malmö: Gleerup.Google Scholar
Chihara, T., Oller, J., Weaver, K., & Chavez-Oller, M. A.
(1977) Are cloze items sensitive to discourse constraints? Language Learning, 271, 63–73. DOI logoGoogle Scholar
Daneman, M. & Green, I.
(1986) Individual differences in comprehending and producing words in context. Journal of Memory and Language, 251, 1–18. DOI logoGoogle Scholar
Haastrup, K.
(1991) Lexical inferencing procedures or talking about words: Receptive procedures in foreign language learning with special reference to English. Tübingen: Gunter Narr.Google Scholar
Herman, P. A., Anderson, R. C., Pearson, P. D., & Nagy, W. E.
(1987) Incidental acquisition of word meaning from expositions with varied text features. Reading Research Quarterly, 221, 263–284. DOI logoGoogle Scholar
Horst, M., Cobb, T., & Meara, P.
(1998) Beyond a Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 111, 207–223.Google Scholar
Huckin, T. & Bloch, J.
(1993) Strategies for inferring word meanings: A cognitive model. In T. Huckin, M. Haynes, & J. Coady, (Eds.) Second language reading and vocabulary learning (pp. 153–180). Norwood, NJ: Ablex.Google Scholar
Jenkins, J. R. & Dixon, R.
(1983) Vocabulary learning. Contemporary Educational Psychology, 81, 237–260. DOI logoGoogle Scholar
Karlsson, M.
(2012) Quantitative and qualitative aspects of advanced students’ L1 (Swedish) nd L2 (English) knowledge of vocabulary. Research report. Halmstad: Halmstad University.Google Scholar
Kim, H.
(2003) Vocabulary comprehension of advanced ESL learners in academic reading: A collective case study. MA thesis, University of Ottawa.Google Scholar
Koda, K.
(2005) Insights into second language reading: A cross-linguistic approach. New York: Cambridge University Press. DOI logoGoogle Scholar
Laufer, B.
(1988) What percentage of text-lexis is essential for comprehension? In C. Laurén & M. Nordmann, (Eds.) Special language: From humans thinking to thinking machines. Clevedon: Multilingual Matters.Google Scholar
(1997) What’s in a word that makes it hard or easy?: Some interlexical factors that affect the learning of words. In N. Schmitt & M. McCarthy, (Eds.) Vocabulary: Description, acquisition and pedagogy (140–155). Cambridge: Cambridge University Press.Google Scholar
Laufer, B. & Sim, D. D.
(1985) Taking the easy way out: non-use and misuse of clues in EFL reading. English Teaching Forum, 23(2), 7–10, 201.Google Scholar
Lessing, D.
(1992) To room nineteen. In G. Övergaard, R. Lundén & S-J Spänberg, (Eds.) Short fictions: Stories from the English-speaking world of today (pp. 62–91). Stockholm: Natur och Kultur.Google Scholar
Leys, M., Fielding, L., Herman, P., & Pearson, P. D.
(1983) Does cloze measure intersentence comprehension? A modified replication of Shanahan, Kamil, and Tobin. In J. A. Niles & L. A. Harris, (Eds.) Searches for meaning in reading/Language processing and instruction. 32nd Yearbook of National Reading Conference. New York: Rochester.Google Scholar
Liu, N. & Nation, I. S. P.
(1985) Factors affecting guessing vocabulary in context. RELC Journal, 161, 33–42. DOI logoGoogle Scholar
Nagy, W. E., Anderson, R. C., & Herman, P. A.
(1987) Learning word meanings from context during normal reading. American Educational Research Journal, 241, 237–270. DOI logoGoogle Scholar
Nassaji, H.
(2004) The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. Canadian Modern Language Review, 61(1), 107–134. DOI logoGoogle Scholar
Nation, I. S. P.
(2001) Learning vocabulary in another language. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Odlin, T.
(2003) Cross-linguistic influence. In C. J. Doughty & M. H. Long, (Eds.) The handbook of second language acquisition (pp. 436–386). Malden, MA: Blackwell. DOI logoGoogle Scholar
Palmberg, R.
(1988) On lexical inferencing and language distance. Journal of Pragmatics, 121, 207–214. DOI logoGoogle Scholar
Paribakht, T. S.
(2005) The influence of first language lexicalisation on second language lexical inferencing: A study of Farsi-speaking learners of English as a foreign language. Language Learning, 551, 701–748. DOI logoGoogle Scholar
Paribakht, T. S. & Tréville, M. C.
(2007) L’influence lexicale chez des locuteures de français et des locuteures de person lors de la lecture de texts anglais: Effet de la lexicalisation en première langue. The Canadian Modern Language Review, 63(3), 399–428.Google Scholar
Paribakht, T. S. & Wesche, M.
(2006) Lexical inferencing in L1 and L2: Implications for learning and instruction at advanced levels. In H. Byrnes, H. Weger-Guntharp, K. A. Sprang, (Eds.) Educating for advanced foreign language capacities: Constructs, curriculum, instruction, assessment. (pp. 118–135). Washington, DC: Georgetown University Press.Google Scholar
Qian, D. D.
(2004) Second language lexical inferencing: Preferences, perceptions, and practices. In P. Bogaards & B. Laufer, (Eds.) Vocabulary in a second language. Selection, acquisition and testing (pp. 155–172). Philadelphia: John Benjamins Publishing Company. DOI logoGoogle Scholar
Reaney, J.
(1986) The bully. In M. Atwood & R. Weaver, (Eds.) The Oxford book of Canadian short stories in English (pp. 152–161). Toronot: Oxford University Press.Google Scholar
Ringbom, H.
(1987) The role of first language in foreign language learning. Clevedon: Multilingual Matters.Google Scholar
Rye, J.
(1985) Are cloze items sensitive to constraints across sentences? A Review. Journal of Research in Reading (UKRA), 81, 94–105. DOI logoGoogle Scholar
Schmitt, N. & McCarthy, M.
(Eds.) (1997) Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.Google Scholar
Shefelbine, J. L.
(1990) Student factors related to variability in learning word meanings from context. Journal of Reading Behavior, 221, 71–97. DOI logoGoogle Scholar
(2013) [Language corpora]. Retrieved from [URL].
Stahl, S. A. & Fairbanks, M. M.
(1986) The effects of vocabulary instruction: A model based metaanalysis. Review of Educational Research, 561, 72–110. DOI logoGoogle Scholar
Sternberg, R. J.
(1987) Most vocabulary is learned from context. In M. G. McKeown & M. E. Curtis, (Eds.) The nature of vocabulary acquisition. Erlbaum: Hillsdale, NJ.Google Scholar
Süskind, P
(1986) Parfymen. Berättelsen om en mördare. (U. Wallenström, Trans.). Stockholm: Wahlström & Widstrand.Google Scholar
Swanborn, E. & de Glopper, K.
(1999) Incidental word learning while reading: A meta analysis. Review of Educational Research, 691, 261–285. DOI logoGoogle Scholar
Webb, S.
(2008) The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 201, 232–245.Google Scholar
Wesche, M. & Paribakht, T. S.
(2010) Lexical inferencing in a first and second language: Crosslinguistic dimensions. Buffalo, NY: Multilingual Matters.Google Scholar