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The present study examined the use of two major sources of information—morphemic and contextual—that learners most frequently use in lexical inferencing, addressing two questions: (1) whether learners integrate information from morphemic and contextual clues or depend on either source and (2) whether there is any difference in employing two sources of information across proficiency levels, especially under two conditions where morphemic and contextual clues match and where two clues conflict over an inferred meaning. University-level EFL learners (n = 102) at three proficiency levels selected inferred meanings of twenty pseudo compounds given as context in a couple of sentences. The results showed that differences existed in the use of two sources of information according to the proficiency level, thereby suggesting developmental stages in making use of the sources. The findings indicated that high-level learners could benefit from integrating information from both sources, whereas lower-level learners depend more on morphemic (word-level) clues. Pedagogically, it is suggested that learners should be informed that not every morpheme is semantically transparent as a constituent of a word (e.g., cocktail, casualty) and that their approach for successful inferencing should be more integrative and evaluative.
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