Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened

Susanne Rott

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

Using a think-aloud procedure this study explored why certain vocabulary interventions are more facilitative for word learning than others. Second Language (L2) readers' quality and quantity (Hulstijn, 2001) of word processing strategies were recorded to determine the effect on (a) establishing and (b) strengthening lexical form-meaning connections (FMCs) as well as (c) text comprehension. L2 learners read a text enhanced with either multiple-choice glosses (MCGs) or single-translation glosses (STGs). In both conditions the target words (TWs) occurred three more times in the text after the first glossed occurrence. The data-analyses suggested that MCGs may lead to more robust and complete FMCs than STGs. Strengthening of FMCs seemed to be related to the integration of multiple meta-cognitive and semantic-elaborative resources, the repeated search and evaluation of individual word meanings as well as recursive reading strategies. Weaker FMCs were marked by the use of only meta-cognitive resources, linear text processing, and a lack of motivation to assign concrete word meaning. Readers in both conditions comprehended main ideas equally well. But MCG readers showed a tendency to comprehend more supporting ideas.

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2001Learning Vocabulary in Another Language 1986Protocol Analysis: Verbal Reports as Data 2001Cognition and Second Language Instruction 1993Second Language Acquisition: An Introductory Course 2001Incidental vocabulary acquisition in a second language: the construct of task-induced involvement 1974Learning as a generative process 1 2001Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity 1996Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words

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2016EFL textbooks for young learners: a comparative analysis of vocabulary 2009HOW INVOLVED ARE AMERICAN L2 LEARNERS OF SPANISH IN LEXICAL INPUT PROCESSING TASKS DURING READING?2015Depth of processing in L2 learning: theory, research, and pedagogy 2012Ease of Inferencing, Learner Inferential Strategies, and Their Relationship with the Retention of Word Meanings Inferred from Context 2021Glossing and vocabulary learning

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