The Impact of Contextual Clue Selection on Inference مقالة

English Language Pedagogy and Practice Spring 2010 - Number 6 ISC (‎21 صفحة - من 19 إلی 39 )

الکلمات المفتاحية: inference Listening Comprehension Contextual Clue Mental Knowledge Answer Read Fiction Linguistics

خلاصة:

Linguistic information can be conveyed in the form of speech and written text, but it is the content of the message that is ultimately essential for higher-level processes in language comprehension, such as making inferences and associations between text information and knowledge about the world. Linguistically, inference is the shovel that allows receivers to dig meaning out from the text with selecting different embedded contextual clues. Naturally, people with different world experiences infer similar contextual situations differently. Lack of contextual knowledge of the target language can present an obstacle to comprehension (Anderson & Lynch, 2003). This paper tries to investigate how true contextual clue selection from the text can influence listener’s inference. In the present study 60 male and female teenagers (13-19) and 60 male and female young adults (20-26) were selected randomly based on Oxford Placement Test (OPT). During the study two fiction and two non-fiction passages were read to the participants in the experimental and control groups respectively and they were given scores according to Lexile’s Score (LS)1 based on their correct inference and logical thinking ability. In general the results show that participants’ clue selection based on their personal schematic references and background knowledge differ between teenagers and young adults and influence inference and listening comprehension.

ملخص الجهاز:

"The results of the present study show that participants’ background knowledge and personal experiences based on the real world have important role in using mental schematic reference for making inference and comprehension. The Listener’s Role in Inference Process Listeners must use prior knowledge of different experiences and situations in combination with contextual clues found in the text to reach conclusions that are important in understanding the underlying meaning of read material. The present study, by comparing Persian teenagers' and young adults' clue selection from fiction and non-fiction texts, attempts to investigate the impact of selecting clues from different types of passages on participants’ inference and listening comprehension ability. Data Analysis Participants in control (CG) and experimental group (EX) were given scores based on their inference and logical thinking skills and their ability to determine what clues are most important in the inference and comprehension process of the text. According to Wagner (2006) and the result of the inference testing of the present study, teenagers’ clue selection, logical thinking and overall inferential thinking abilities are more developed in fiction passages than nonfiction passages. On the other hand, in non-fictions, a reader or listener needs to comprehend the topic, learn new facts related to it, and be able to find and remember important information (Scharer, Pinnell, Lyons, & Fountas, 2005). Implications According to the present study, teachers, during the first or second language teaching, by considering the influence of true contextual and intonational clues, students’ age and gender, cultural, emotional and social factors on students interpretation, inference and comprehension ability, can increase teaching and learning efficiency."

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Musa Pazhuhan، Ahmad Pourahmad، Ahmad Saeednia، Karamatoola Ziari، و Mehdi Gharakhlou. «Influencing Variables on Urban Spatial Structure in Metropolitan Regions; a Study in the Contemporary Theoretical Approaches and Practices.»

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