Abstract
This paper seeks to investigate the problem-solving strategies used by skilled and less skilled Japanese EFL readers when they encounter unfamiliar words. A study was set up and conducted in order to answer the following two research questions: [1] whether perceived use of vocabulary problem-solving strategies is different between skilled and less skilled readers, and [2] whether L2 readers with almost the same level of vocabulary and grammar knowledge read more skillfully or less skillfully because their strategy use is different. For each of the two research questions, two groups of readers (skilled and less skilled readers, skilled and less skilled readers with almost the same level of vocabulary and grammar knowledge) were selected based on their scores on three different language tests given consecutively to 291 Japanese university freshmen. Retrospective verbal report data on the readers' strategy use were collected by means of a questionnaire. The results show that there are several differences of perceived strategy use between skilled and less skilled readers and between skilled and less skilled readers with almost the same level of vocabulary and grammar knowledge. Pedagogical implications of the study are discussed.
