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STARLexicalInferencingstrategies:Thecaseofsuccessfulversuslesssuccessfulinferencers丁玉珍ContentsResearchBackgroundResearchContentsResearchObjectsDataCollection&AnalysisConclusions&ImplicationReflectionGoodlanguagelearnersareabletodealwithcomplexlearningtasksbyusingeffectivelearningstrategies.Theyareabletoregulatetheuseofcognitive,affectiveandmetacognitivestrategies.Lowreportedstrategyuseisnotnecessarilyasignofunsuccessfullearning.Whatmattersishowlearnersusethemandwhatknowlwdgesourcestheyemploytosupporttheirinferences.ResearchBackgroundResearchContentsQ1Q2WhatinferentialstrategiesdoL2learnersusewhenattemptingtoinferwordmeaningfromcontexts?Whatcharacteristicsdistinguishsuccessfulfromlesssuccessfulinferencers?Students11studentswhowereChineseESLeconomicsandbusinessmajorsataCanadianuniversity.ThedurationoftheirstayinCanadawasbetween2to3years.testThetestlengthwas484words.10wordswasselectedasthetargetwords.EnglishlevelAllofthepaticipantshadtotakecoursesinEnglishforacadamicpreparationandneededtoachieveaTOFELscoreofatleast575beforeenteringtheprogram.ResearchObjectsThepaticipantswereaskedtoreadthetestforcomprehensionandtrytoinferthemeaningsofthetargetwords.Thinkaloudprocedureswereusedtocollectdataaboutlearners'inferentialstrategies.ResearchProcedureResearchProcedureListentoathink-aloudactivitywhenreadingatextandinferthemeaningofofasriesofunknownwordsTheywereaskedtoverbalizewhattheywerethinkingaboutthepassagewhileinferringthosetargetwords.Theywereaskedtoreadthemaintextandthink-aloudbyreportingtheirthoughtsatthesametimeinferringthemeaningoftargetwords.Aftertheyfeltcomfortablewiththethink-loudDataAnalysisThethink-aloudsweretranscribedandtranslatedverbatimfromChineseintoEnglish.Afterthistask,eachofthepaticipantswasgivenatestoftenmultiple-choicereadingcomprehensionquestionswhichtookabout10-15mineachtomakesuretheywerereadingforcomprehension.12typesofinferentialstrategieswereidentified.4majorcategories:form-focused,meaning,evaluating,monitoringstrategies.4majorcategories:form-focused,meaning,evaluating,monitoringThetotalnumberandfrequencyofeachstrategytype:Table7:Characteristics:4participants,twomadethemostandtwomadetheleastnumberofsuccessfulinferences.AppropriateandtimelyuseoftextualandbackgroundknowledgeDepthofanalysisandactiveinvolvementAcoordinativeuseofmultiplestrategiesApplicationofmonitoringandself-awarenessstrategiesConclusions•Itisnotthequantitybutratherthequalityofstrategyusethatdistinguishessuccessfulfromunsuccessfullexicalinferencers.•Successfulinferencersshowedexplicitawarenessoftheexistenceofa“gap”intheirknowledgeandmadeuseofthewidercontext.Theyalsoconstantlymonitoredandchecktheirinferences.•Non-successfulinferencersoftenusedthestrategiesinarandomandunrelatedmanner.Implications•Learnersshouldbeencouragedtonotonlyfocusonwhatstrategiestheycouldusebutalsohowtousethemappropriatelyandeffectively.•Learnersshouldbeencouragedtonotonlyfocusonthewordform,butalsoshouldbeabletoanalyzeitappropriately.•Thefindingofthisstudyalsoemphasizethesignificanceofmeta-cognitivestrategiesinlexicalinferencingprocess.Thelearnersshouldbestrategic.Limitations•Therewereonly11participantsand10targetwords,sofutureresearchshouldbeconductedwithmorepaticipantsandmoretargetwords.•TheparticipantsweremonolingualspeakerswithratheradvancedlevelsofEnglishlanguageproficiency,participantswithmultilingualbackgroundsandwithlowerlevelsoflanguageproficiencyshouldalsobeexamined.Reflection1.文章中数据收集方法think-aloud值得我们做外语研究时学习，可参考文秋芳的《有声思维法》，特别是做听力，翻译方面的研究。2.文章中的文献综述部分条理非常清晰，相关性强，且包括了跨学科心理学关于认知策略方面理论，而且在结论部分仍有相关文献论证自己的结论。我们以后的研究可借鉴与跨学科相结合。4.该研究的样本容量较小，受试者英语水平均较高，其所得结论的代表性是否有所影响？THANKYOU