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I. Study Background, Study Purpose and Literature Review：
1. Study Background
The present study is stimulated by both practical and theoretical considerations in the field of second /foreign language learning and teaching. https://www.51lunwen.org/kaitibaogao/ The importance of EFL reading is commonly acknowledged by both teachers and learners in the process of learning and teaching, so the topic of lexical inference strategies is of practical interest to both teachers, who would like to employ pedagogical techniques which can reinforce and develop students’ achievements in EFL reading to better their effects of instruction, and learners themselves, who once master those strategies, are in a better position to infer unknown word meanings in the process of reading. Learners can sometimes deliberately apply those strategies to solve problems they encounter in reading in order to conquer the inherently difficult task of learning a foreign language. This indicates that lexical inference ability and inferring strategies are paramount in EFL reading. As to the relationships among gender, majors, foreign language proficiency, lexical inference ability and inferring strategies respectively, they are also of practical interest to both language teachers, who can utilize different methods to instruct students of different gender and majors according to their different foreign language proficiency so as to facilitate both their teaching effects and students’ understanding and researchers, who can investigate what factors ascribe to the differentiations and why, so as to make full use of advantages and avoid disadvantages to orient language teaching and learning in the long run. To understand lexical inference and strategies, we have to refer to the definitions of inference, lexical inference, LIA and LS first.
2. Study Purpose
The goal of this study is to investigate the influence of Language Proficiency (LP), Gender (G), and Majors (M) on Lexical Inference Ability (LIA) and learners’ Lexical Inference strategy Use (LISU), that is to say, whether learners of different majors and gender with different language proficiency perform differentially in test in terms of LISU and LIA? This study conducted is undertaken in an effort to (1) explore and investigate the differentiations of Lexical Inference Strategy Use (LISU) and Lexical Inference Ability (LIA) of learners with different Language Proficiency (LP), Gender (G) and Majors (M), on one hand, and (2) to increase our knowledge of the interrelationship among Lexical Inference Strategy Use (LISU), Strategy Score (SS), Inferring Score (IS) and Lexical Inference Ability (LIA) of language learners, on the other hand.
3. Literature Review
Previous researches on word meanings in context has concentrated more on other foreign or second language reading strategies than on lexical inference strategies. Some theorists focus on receptive acquisition of vocabulary and recommend that students learn lexical inference techniques in order to enlarge their vocabularies (Baldrige 98-100). For researchers investigating the categorizations of lexical inference strategies, results tend to be in two directions (1) towards a categorization of contextual clues students use or might use(李琳娜 52), and (2) towards an explanation of precisely how students discover meanings of unfamiliar words, that is the process of lexical inferring in test-taking. Studies on developing and investigating learners’ learning and reading strategies conduct本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。