Vocabulary Inference and Identification of Linguistic Cues among English-Majored Students at Thu Dau Mot University

Abstract

Vocabulary inference is a crucial skill that enables English as a Foreign Language (EFL) learners to determine the meanings of unfamiliar words during reading. This study investigated English-majored students at Thu Dau Mot University, focusing on their perceptions of vocabulary inference and their ability to identify three linguistic cues: participial-adjective, morphemic, and part-of-speech cues. A quantitative research design supplemented by informal interviews was employed with 118 participants. Data were collected through a structured questionnaire and interview responses. The findings indicated that students generally recognized the importance of vocabulary inference for reading comprehension. However, their ability to utilize linguistic cues varied considerably. More than half of the participants demonstrated low or very low awareness of morphemic cues, whereas recognition of part-of-speech cues was moderate. Students also experienced difficulties identifying participial-adjective forms, particularly when they functioned as noun pre-modifiers. Interview findings suggested that these challenges stemmed from limited morphological knowledge and insufficient attention to grammatical features during reading. The findings indicate that effective vocabulary inference requires the integration of contextual, morphological, grammatical, and participial-adjective information. The study highlights the need for explicit instruction in linguistic cue identification to improve learners' inferencing ability, reading comprehension, and vocabulary development.