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The Role of Contextual Guess in the Process of Foreign Language Teaching
Tatiana Sallier, Tatiana Samsonova
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DOI:10.17265/2161-623X/2024.06.007
University Associated with Inter-Parliamentary Assembly of EurAsEC, St. Petersburg, Russia; Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia
The article focuses on the linguistic aspect of contextual guess and presents some techniques of stimulating and encouraging contextual guess in the process of teaching reading in a foreign language. Contextual guess is an important element of the reading process, because it reduces the necessity of using the dictionary, speeds up and facilitates reading and stimulates the student’s mental activity. Three types of contextual guess techniques are considered: contextual guess based on the syntactic structure, contextual guess based on the semantic structure, and contextual guess based on the surrounding lexis. Some exercises aimed at stimulating contextual guess are presented and an algorithm of deriving the word’s meaning from the context is worked out. The article is based on the authors’ linguistic research and experience of teaching English to Russian ESP students.
context, guess, syntax, structure, semantics
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