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Decoding Vocabulary Strategies for L2 Reading Comprehension and Retention: Comparing Contextual Guessing and Affixation | ||
| Research in English Language Education Journal | Farhangian University | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 شهریور 1405 | ||
| نوع مقاله: Article | ||
| شناسه دیجیتال (DOI): 10.48310/relej.2026.22937.1188 | ||
| نویسنده | ||
| Sadegh Ghafarifarsani* | ||
| English Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran | ||
| چکیده | ||
| While previous studies have compared reading strategies among second language (L2) learners, specific comparison between higher-order interpretive skills (e.g., contextual guessing) and lower-order identification skills (e.g., affix-based recognition) remains underexplored. A quasi-experimental research design was employed to investigate the effects of two instructional strategies on reading comprehension and vocabulary retention of 90 intermediate-level students enrolled at one of the high schools in Iran. Three equal intact classrooms were selected randomly, and each of these groups consisted of 30 students as participants in this study. In the first experimental group, instruction centered on contextual guessing by teaching students to infer meanings of unfamiliar words using grammatical, collocational, and surrounding contextual clues rather than through direct definitions. The second experimental group received instruction focused on affixation, in which prefixes, suffixes, and root words were used to infer meanings of unfamiliar vocabulary, and the third group served as control. A pretest, posttest, and delayed posttest were used as instruments in the current study. Results suggest a significant enhancement in vocabulary acquisition and retention through the contextual guessing strategy. Furthermore, results evidenced that employing a contextual guessing strategy can foster more effective long-term retention than affixation and control groups, as reflected in delayed posttest results. It can be concluded that incorporating the contextual guessing strategy into vocabulary instruction enhances both immediate learning and long-term retention and makes it a valuable tool for reading comprehension. | ||
| کلیدواژهها | ||
| Vocabulary Strategies؛ Contextual Guessing؛ Affix-Based Recognition؛ Reading Comprehension؛ Vocabulary Retention | ||
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