Article 14th "The Effect of Contextual Inferencing Strategies on EFL Learners' Attitudes towards Reading"

Name : Desi Natalia

NPM : 16611028

Title : The Effect of Contextual Inferencing Strategies on EFL Learners' Attitudes towards Reading

Screenshoot of the cover

Reading in a foreign language has always been the object of research lately.

We know that reading skills are a priority for many language learners and are very important to all academic disciplines throughout world. Therefore, the ability to read should be promoted so that students be able to dealing with more sophisticated text and tasks in an capable way.

To cultivate such essential skills, it is important to consider the close relationship between reading and

vocabulary knowledge, which is the most important factor in understanding the text.

This article is about investigating pre-intermediate EFL English learner attitudes toward reading in English, the influence of their attitudes towards unidentified vocabulary in reading and the effects of explicit strategies in contextual strategies at the pre-intermediate level EFL students to read in English.

The study was conducted at Bülent Ecevit University, School of Foreign

Language, with the participation of 82 pre-intermediate EFL class students and two instructors.

Data were collected through questionnaires and interviews.

Data from pre-questionnaire and pre-interview present information about the effect of students' attitudes on unfamiliar vocabulary in reading text.

Analysis of pre-training data shows that students' attitudes toward reading

in neutral English, and their negative attitudes toward unknown words in reading texts have a negative collision on their attitudes towards reading in English Comparison of pre and post-treatment data indicates that instructions are explicit in contextual inferencing strategies have a positive effect on students' low attitudes toward reading.

The study also reveals that students attitudes toward unfamiliar words in reading texts affect their attitudes to reading in English in general in a negative way. Most students seem to agree that they want to read in English more if there is no unfamiliar word in reading text. New vocabulary in English reading text plays a major role in students' feelings about reading in English.

The conclusion is the low attitude of the students more approachable to the training is quite reasonable because they need more ways to overcome it reading vocabulary problem.

Overall, the consequences of this study shore up the argument of Haastrup (1991) that contextual inference Strategy is very important to pick up the negative impact of students' lack of vocabulary comprehension.