awej 5 no.4 full issue 2014

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AWEJ Volume.5 Number.4, 2014Pp.503- 520Guessing from Context: A Saudi EFL ViewFaisal A. Al-HomoudCollege of Languages and Translation,Al-Imam Muhammad Ibn Saud Islamic UniversityRiyadh, Saudi ArabiaAbstractThe present paper reviews and discusses a number of studies that have been conducted in theSaudi context tackling the issue of guessing from context. More specifically, factors affecting theprocess of guessing as well as issues related to training EFL learners on this skill are discussed.Furthermore, the current review considers a range of studies that investigated guessing fromcontext with ESL/EFL learners. A much deeper scrutiny was dedicated to studies carried out inthe Saudi EFL context. In addition, the implications of these studies for both emerging researchtendencies and classroom practices are embarked upon, bearing in mind the scarcity of studies,especially on issue of training learners on this central skill to both reading comprehension andvocabulary intake increase.Keywords: guessing, context, clues, vocabulary learning, incidental learning, strategy training.Arab World English JournalISSN: 2229-9327www.awej.org503
AWEJ Volume.5 Number.4, 2014Guessing from Context: A Saudi EFL ViewAl-HomoudIntroduction BELMEKKI & IBRAHIMISince it has been considered part and parcel of language learning, vocabulary knowledgehas Drid drawn researchers' attention for carrying out studies that tap its different aspects and levels.In brief, there are eight aspects (types of knowledge) that L2 learners would know about a wordif they want to master that word. According to Nation (2001) and Schmitt (2000), these aspectsare: meaning, register, associations, written form, spoken form, grammatical form, collocations,and frequency. Schmitt (2000) argues that all these aspects are not necessarily learned at thesame time or in a linear form. This is why vocabulary learning is incremental in nature.Additionally, these aspects show that mastering a word is not simple, in fact, it entails complexlevels and processes. Therefore, L2 learners as well as teachers need to be aware of this inherentcomplexity. Contents, instruction and exercises need to pay attention to these different aspects indifferent ways and presentations. One of the important ways that help L2 learners get exposed todifferent aspects of a given word is context in both reading and listening (Nation, 2001).Cambridge Dictionary Online defines context as: "the text or speech that comes immediatelybefore and after a particular phrase or piece of text and helps to explain its meaning". Therefore,context is an important tool for enhancing vocabulary learning and building up backgroundknowledge. Indeed, Nation (2001) believes that employing guessing from context to learnvocabulary incidentally is the most important of all sources of vocabulary learning, which can bethrough different language activities that focus on meaning rather than form such as extensivereading, taking part in conversations, listening to stories, films, etc. In the Saudi EFL context,extensive reading seems to have positive effects on learners' vocabulary knowledge development(Al-Nujaidi, 2004; Al-Homoud & Schmitt, 2009; Al-Homoud & Alsalloum, 2012).Factors affecting word guessabilityBefore discussing the factors that affect the guessing process of a word's meaning, it isimportant to know what the word context means, and what types of clues are available for L2readers. Nation and Coady (1988: 102) believe that context can be divided into two broadsections: specific and general. For example, the morphological, structural, and discourseinformation available in the text provide a specific context within the text itself. On the otherhand, the background knowledge about the reading text L2 readers bring can represent thegeneral context. Moreover, Pictures, tables, diagrams, punctuation, etc. can be considered as anon-textual context that can facilitate the process of guessing the meaning of unknown wordsHosenfield (1977). Consequently, both non-textual clues (content schemata) and textual clues(formal schemata) are remarkably important for reading comprehension (Al-Homoud, 2008).Thus, the types of clues that can be of great value to the skill of guessing are as follows:1. Textual clues which include local and global clues. Local clues refer to clues that areavailable in the immediate context of a word, whether before or after the unknownword(s) in the same sentence or even the same phrase (Al-Homoud, 2008.). Localclues, however, are not always helpful to understanding; readers may guess theword‟s meaning from a global clue rather than a local one (Alseweed, 2000). Globalclues, in contrast, are clues that available in sentences other than the one including theimmediate context (Al-Homoud, 2008).2. Non-textual clues embrace a wide range of clues such as background knowledge,graphs, tables, figures, drawings, etc. Nonetheless, such clues may be confusing(Bensoussan and Laufer, 1984). For example, readers may mistakenly interpret theArab World English JournalISSN: 2229-9327www.awej.org504
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