尽管猜测词义有诸多优势，但是正确猜测出词义却并不容易。很多实证研究发现

Although guessing the meaning of a word has many advantages, it is not easy to guess the meaning of a word correctly. Many empirical studies have found that the correct rate of learners to guess the meaning of words is generally low. The experimental results of Laufer (1984) showed that the correct guessing rate of the participants was only 12%. Nassaji (2003) instructed some background knowledge related to new words before the experiment, and finally found that the correct guessing rate of the subjects remained at about 25.6%. Nevertheless, guessing the meaning of a word is still "the strategy most often used by learners when encountering new words in the process of foreign language reading (Paribakht & Weschce, 1999)".

Despite the advantages of guessing the meaning of a word, it is not easy to guess the meaning of a word correctly. Many empirical studies have found that learners generally have low rates of correctness in guessing the meaning of words. Laufer (1984) experiments showed that only 12% of the guesses were correct. Nassaji (2003) guided some of the background knowledge related to new words before the experiment, and found that the guessing correctness rate of the subjects remained at about 25.6%. Still, guess the meaning of the word is "the strategy that learners use most often when they encounter new words while reading a foreign language (Paribakht and Weschce, 1999)."

Although guessing the meaning of a word has many advantages, it is not easy to correctly guess the meaning of a word. Many empirical studies have found that the accuracy of learners' guessing word meaning is generally low. Laufer (1984) showed that the correct rate of guessing words was only 12%. Nassaji (2003) guided part of the background knowledge related to new words before the experiment, and finally found that the correct rate of guessing words was about 25.6%. However, guessing the meaning of words is still "the most frequently used strategy for learners to encounter new words in foreign language reading (paribakht & weschce, 1999)".