This volume includes two closely related parts: the first, a comprehensive review of research on the topic of lexical inferencing, and the second, presentation of a trilingual study of first language (L1) influences in second language (L2) lexical inferencing and other cross-linguistic dimensions of L1 and L2 lexical inferencing by Persian, French and English speakers. The trilingual study evolved from our previous studies of L2 lexical acquisition starting in the early 1990s and carried out within the larger context of an increasing research focus by applied linguists and language educators on lexical issues. Our mutual professional context at the University of Ottawa's Official Languages and Bilingualism Institute (formerly the Second Language Institute) and Education Graduate Studies involved participation in academic English L2 instruction and test development alongside graduate teaching and research.

The research journey we undertook together began with issues of lexical development through L2 reading and reading-related vocabulary instruction, leading over time to a primary focus on lexical inferencing. It built on our respective life experiences as language learners in varied contexts and as applied linguists and language educators; thus, in addition to theoretical considerations, language learners' perspectives and considerations of appropriate contexts and methodologies for language teaching were important in the conceptualization and interpretation of our studies of L2 vocabulary learning through reading. Paribakht brought to this work a research background in L2 communication strategies and comprehension-based language learning and instruction, while Wesche's previous research had centered on the nature of the language addressed to learners, L2 learning through content-based instruction in school immersion and post-secondary programs, and language testing.

A shared research journey

Our early joint studies evolved from issues facing the University in terms of its L2 instructional programs for Canadian and international student populations, and all of them have been at least partially grounded in the French/English context of the bilingual national capital region of Ottawa, Canada.