Glossing and Second Language Vocabulary Learning

Myong Hee Ko

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

Abstract

This study aims to investigate the effect of different types of glosses as well as no‐gloss and glossed texts on L2 vocabulary learning. A total of 90 university students in Korea participated in this study. They were randomly divided into groups according to three different conditions: no gloss, L1 gloss, and L2 gloss. Students were first asked to read materials for a reading comprehension test. Immediately after, participants took an unexpected multiple‐choice (MC) vocabulary test, which they took once again unannounced four weeks later. All participants also completed a student opinion questionnaire reporting on their reactions to the reading text. Results indicated that, on the immediate vocabulary test, there was a significant difference between no‐gloss and glossed conditions. However, participants showed no significant differences between texts with L1 glosses and L2 glosses. Findings were similar on the delayed vocabulary test given four weeks later. There were significant time effects on L1 and L2 gloss conditions over time but not on the no‐gloss condition. The survey results revealed participants preferred glosses in their L2 reading materials, and they favored L2 glosses over L1 glosses.

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References

2001Learning Vocabulary in Another Language 1990The Role of Consciousness in Second Language Learning1 2014An Introduction to Second Language Acquisition Research 1990Vocabulary : description, acquisition and pedagogy 2001Incidental vocabulary acquisition in a second language: the construct of task-induced involvement 1992Awareness and Second Language Acquisition 1995Attention and awareness in foreign language learning 1996Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words

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2016Typographic enhancement of multiword units in second language text 2017Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions 2018The Effect of Content Retelling on Vocabulary Uptake From a TED Talk 2020HOW DO DIFFERENT FORMS OF GLOSSING CONTRIBUTE TO L2 VOCABULARY LEARNING FROM READING?2018THE EFFECT OF GLOSS TYPE ON LEARNERS’ INTAKE OF NEW WORDS DURING READING

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