Innovation in Language Learning

There has been considerable attention among TESOL scholars and educators in recent years given to how ESL/EFL learners infer the meanings of unknown words from context during L2 reading. However, only a small number of studies have explored L2 vocabulary strategy use qualitatively based around think-aloud protocols. Even when such protocols are employed, many studies have focused only on the differences in vocabulary strategy use between beginner and advanced learners based on standardised proficiency test scores, which do not take participants’ individual profiles into consideration. There is a need for a more detailed investigation of individual cases regarding inferencing strategy use in L2 reading. This case study investigates how Japanese EFL university students’ past L2 learning experiences affect their lexical inferencing strategy use, and what individual differences contribute to successful inference. Three Japanese EFL university students participating in a long-term study abroad program at a British university took part in this study. Data collection included think-aloud protocols as well as semi-structured interviews conducted before and after the protocols. The results indicate notable similarities, differences, and salient patterns within and across individuals, suggesting pedagogical implications for vocabulary instruction in EFL reading classes.