Lexical Inferencing in Reading Comprehension: Perceptions and Strategies Among English Majors

Abstract

The study of lexical inferencing has gained significant attention in the realm of reading comprehension, particularly regarding strategies for handling unfamiliar words in texts. The impact of lexical inferencing strategies on improving reading comprehension among EFL learners is well-documented in the existing literature. Nevertheless, there have been few research that examine the perceptions of Vietnamese English majors on the application of these strategies, particularly in the Mekong Delta region. To address this research gap, this mixed-method study was undertaken to explore the role of lexical inferencing in reading comprehension and how English-majored students utilize these strategies to interpret unknown words. Data analysis from 265 survey participants and semi-structured interviews with eight students revealed that lexical inferencing is regarded as crucial for understanding texts. The study also found that students significantly rely on contextual strategies over intralingual strategies to infer meanings of unfamiliar words. The findings advocate for increased focus on teaching lexical inferencing strategies in EFL classrooms to enhance students' reading comprehension skills.