The present exploratory study investigates the use of contextual clues to infer unknown/unfamiliar words meanings through reading. It involves two classroom observers and a sample of 55 secondary school EFL students. The students’ sample is composed of 1ère A students from Lycée Provincial Dimdolobsom de Boussé, in ‘la Région du Plateau Central’, Burkina Faso. These students have spent at least six years in the learning of English as a foreign language. This sample is obtained through a convenient and purposive sampling technique by considering all the students in the classroom. A classroom observation protocol and a semi-structured interview are used as data collection instruments. The teaching materials are 14 reading comprehension texts containing unknown/unfamiliar words and 14 vocabulary lesson plans based on reading. The data are analysed using qualitative and quantitative approaches. Some data are first processed manually and the SPSS 17.0 (2008) is deployed for others. The results indicate that the students approve learning EFL vocabulary using contextual clues. They also reveal important strengths and weaknesses with pedagogical implication regarding the use of contextual clues to infer the meanings of unknown/unfamiliar words through reading.

Contextual Clues, Vocabulary Teaching/Learning, Reading Comprehension, English as a Foreign Language (EFL), Word Meaning Inferencing