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ed by both language teachers and researchers are abundant in the last two decades(王振槐 188-90), but only few of which focus their attention on lexical inference in reading. Available studies are those which view this issue from the perspective of reading strategies and concentrate on the process of lexical inferring (葛晨虹 36-37), aiming to explore how learners react when they encounter unknown or unfamiliar words in reading process. Researches into the categorization of lexical inference strategies are plentiful and abundant in the recent years(何伶俐 73-74). Some attempt to validate the effectiveness of lexical inference strategy training at tertiary level (方明亮 68), hoping to justify the effectiveness of lexical inference strategies training; some home in on the factors affecting lexical inference and their constraints (Kass 73-75). A few studies concerned with relational investigation, for instance, study into the impact of language proficiency on lexical inference ability (刘宝恒 59), study into influence of depth of vocabulary knowledge on lexical inferential success (丁立群 178).

 

II. Theoretical Basis 
Inference refers to the process, in language learning, of arriving at a hypothesis, idea, or judgment on the basis of other knowledge, ideas, or judgments, that is, the process of making inference or inferring (Smith 202-203). In language learning, inference has been discussed as a learning strategy used by learners, especially in reading, to work out grammatical and other kinds of rules (Whitmore 202). According to Stapleton (129), inference refers to the process of drawing a logical conclusion based on explicit information in text and background knowledge. The mental activity/process involved when readers encounter unknown or unfamiliar words or phrases (hereafter for the sake of convenience we use unknown or unfamiliar words to refer to both unknown and unfamiliar words and phrases) and thereby assign meanings to them in the process of reading is termed “lexical inference or inferring (Post 39-40). Thus in this study we adopt the term lexical inference in the sense that readers are aware of encountering unknown or unfamiliar words or phrases, in the reading process, and make deliberate attempts to figure out their meanings and draw a logical conclusion based on the logical reasoning of the explicit information in a text and background knowledge. It is a deliberate and conscious process of deriving meanings from co-text in reading process.

 

 

III. Research Analysis 
(Research Difficulty, Research Questions, Methodology and Its Feasibility)
1 Research Difficulty

2. Research Questions
①What are the overall patterns of LISU and LIA possessed by the subjects?
②Do learners of different LP, Gender (G) and Majors (M) perform differentially in test in terms of LISU and SS?  If so, what are the differences, and how different?
③Do learners of different LP, Gender(G) and Majors (M) perform differentially in test in terms of LIA and IS?  If so, what are the differences, and how different?
④What are the correlations among LISU, IS, SS, and LIA of learners with different language proficiency, gender and majors? How can LISU predict IS, SS and LIA in reading?

3 Methodology and Feasibility

 

 

IV. Research Significance and Anticipated Results

1. Research Significance
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