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The Effects of Text Type, Text Length and Text Difficulty on Vocabulary Retention Through Glossing

Year 2016, Volume: 6 Issue: 1, 90 - 104, 14.07.2016

Abstract

Vocabulary plays a pivotal role in the EFL classrooms, but the outcome for recalling the vocabulary items are not satisfactory. As a result, the current study aims at examining the effects of glossing on different types of texts with different difficulty levels and varying lengths on vocabulary retention. In a quasi-experimental within subject design two types of text, namely, expository and narrative, three difficulty levels of easy, standard and difficult and two text lengths, including short and long were utilized. Forty-one participants were exposed to the 12 texts and then took the post-test. Repeated measures ANOVA indicated that there were significant differences in vocabulary retention of students (F 7.72), p=. 05. The findings of post-hoc analysis Tukey test indicated that the texts which were short with regard to length, easy with regard to difficulty, and expository with respect to type helped students retain the glossed words better than other texts.

References

  • Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202-232.
  • Cheng, Y. H., & Good, R. L. (2009). L1 Glosses: Effects on EFL Learners' Reading Comprehension and Vocabulary Retention. Reading in a Foreign Language, 21(2), 119-142.
  • Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The modern language journal, 80(2), 183-198.
  • Fang, S. (2009).Chinese gloss or English gloss, which is more effective for incidental vocabulary acquisition through reading? Chinese Journal of Applied Linguistics.
  • Guidi, Claudia M.S. (2009). Glossing for meaning and glossing for form. A computerized study of the effects of glossing and type of linguistic items on reading comprehension, noticing and L2 learning.( doctoral dissertation). University of Georgetown. Retrieved from http://hdl.handle.net/10822/553239
  • Holley, F. M., & King, J. K. (1971). Vocabulary glosses in foreign language reading materials. Language Learning, 21 (2), 213-219.
  • Huang, S.F. (2010). Effects of tasks and glosses on L2 incidental vocabulary learning: meta-analysis.(Doctoral dissertation).Texas A & M University. Retrieved from http: / /hdl.handle. net /1969.1 /ETD -TAMU -2010 -08 -8268.
  • Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in second language acquisition, 21, 181-193
  • Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In. P.J.L. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113-125). London: McMillan.
  • Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and re-occurrence of unknown words. The Modern Language Journal, 80(3), 327–339.
  • Hulstijn, J. H., & Laufer, B. (2001).Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558.
  • Jacobs, G. (1994). What lurks in the margin: Use of vocabulary glosses as a strategy in second language learning. Issues in Applied Linguistics, 5, 115-137.
  • Kost, C. R., Foss, P., & Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32(1), 89-97.
  • Krashen, S.D. (1982). Principles and practice in second language acquisition. Pergamon press.
  • Lightwood, Pasty M., & Nina Spada, (2006). How languages are learned. Oxford: Oxford university press.
  • Lomicka, L. L. (1998). “To Gloss or not to gloss”: An investigation of reading comprehension online. Language Learning & Technology, 1(2), 41-50. Nation, I.S.P., (1983). Teaching and learning vocabulary. Wellington: English Language Institute, Victoria University.
  • Paivio, A. (1969). Mental imagery in associative learning and memory. Psychological Review, 76, 241-263.
  • Stewart, R. A., & Cross, T. L. (1991).The effect of marginal glosses on reading comprehension and retention. Journal of Reading, 35, 4-12.
  • Wang. W.T (2005).The effects of vocabulary glosses on EFL vocabulary learning.(MA thesis), university of Ming Chuan.
  • Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language Volume 15, Number
  • Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19(3), 287–307. 2, ISSN 1539-0578
  • Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10(3), 85-101.
  • Zarei, A. A., & Hassani, S. (2011). The effects of glossing conventions on L2 vocabulary recognition and production. The Journal of Teaching Language Skills (JTLS) 3(2), Ser. 63/4 (Previously Journal of Social Sciences & Humanities.
Year 2016, Volume: 6 Issue: 1, 90 - 104, 14.07.2016

Abstract

References

  • Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202-232.
  • Cheng, Y. H., & Good, R. L. (2009). L1 Glosses: Effects on EFL Learners' Reading Comprehension and Vocabulary Retention. Reading in a Foreign Language, 21(2), 119-142.
  • Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The modern language journal, 80(2), 183-198.
  • Fang, S. (2009).Chinese gloss or English gloss, which is more effective for incidental vocabulary acquisition through reading? Chinese Journal of Applied Linguistics.
  • Guidi, Claudia M.S. (2009). Glossing for meaning and glossing for form. A computerized study of the effects of glossing and type of linguistic items on reading comprehension, noticing and L2 learning.( doctoral dissertation). University of Georgetown. Retrieved from http://hdl.handle.net/10822/553239
  • Holley, F. M., & King, J. K. (1971). Vocabulary glosses in foreign language reading materials. Language Learning, 21 (2), 213-219.
  • Huang, S.F. (2010). Effects of tasks and glosses on L2 incidental vocabulary learning: meta-analysis.(Doctoral dissertation).Texas A & M University. Retrieved from http: / /hdl.handle. net /1969.1 /ETD -TAMU -2010 -08 -8268.
  • Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in second language acquisition, 21, 181-193
  • Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In. P.J.L. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113-125). London: McMillan.
  • Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and re-occurrence of unknown words. The Modern Language Journal, 80(3), 327–339.
  • Hulstijn, J. H., & Laufer, B. (2001).Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558.
  • Jacobs, G. (1994). What lurks in the margin: Use of vocabulary glosses as a strategy in second language learning. Issues in Applied Linguistics, 5, 115-137.
  • Kost, C. R., Foss, P., & Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32(1), 89-97.
  • Krashen, S.D. (1982). Principles and practice in second language acquisition. Pergamon press.
  • Lightwood, Pasty M., & Nina Spada, (2006). How languages are learned. Oxford: Oxford university press.
  • Lomicka, L. L. (1998). “To Gloss or not to gloss”: An investigation of reading comprehension online. Language Learning & Technology, 1(2), 41-50. Nation, I.S.P., (1983). Teaching and learning vocabulary. Wellington: English Language Institute, Victoria University.
  • Paivio, A. (1969). Mental imagery in associative learning and memory. Psychological Review, 76, 241-263.
  • Stewart, R. A., & Cross, T. L. (1991).The effect of marginal glosses on reading comprehension and retention. Journal of Reading, 35, 4-12.
  • Wang. W.T (2005).The effects of vocabulary glosses on EFL vocabulary learning.(MA thesis), university of Ming Chuan.
  • Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language Volume 15, Number
  • Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19(3), 287–307. 2, ISSN 1539-0578
  • Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10(3), 85-101.
  • Zarei, A. A., & Hassani, S. (2011). The effects of glossing conventions on L2 vocabulary recognition and production. The Journal of Teaching Language Skills (JTLS) 3(2), Ser. 63/4 (Previously Journal of Social Sciences & Humanities.
There are 23 citations in total.

Details

Other ID JA45ZP65AC
Journal Section Articles
Authors

Mojtaba - Tadayoni Far This is me

Publication Date July 14, 2016
Published in Issue Year 2016 Volume: 6 Issue: 1

Cite

APA Far, M. .-. T. (2016). The Effects of Text Type, Text Length and Text Difficulty on Vocabulary Retention Through Glossing. The Journal of Language Learning and Teaching, 6(1), 90-104.