The effects of accessing L1 versus L2 definitional glosses on L2 learners’ reading comprehension and vocabulary learning

Abstract

This study was conducted to investigate the effects of different types of glosses and no-gloss condition on

second language vocabulary learning. There were totally 81 high school students involved in the study,

and they were randomly divided into three groups: L1-gloss group, L2-gloss group, and No-gloss group.

These three groups were subjected to three main tests: reading comprehension test, immediate

vocabulary test, and delayed vocabulary test. They were also asked to complete a student opinion

questionnaire to examine their opinions about the use of the glosses and the types of glosses. In order to

find out the differences in these test scores for three different groups, a one-way between-groups ANOVA

with planned comparisons and a mixed between-within ANOVA were conducted. Secondly, word

retention was tested by looking at the difference in the number of words gained between immediate

vocabulary test and delayed vocabulary test again through the same mixed between-within ANOVA.

Results indicated that there was a significant difference between glossed and no gloss groups on each

test. For each condition, L1 gloss group had the highest mean score followed by L2 gloss group. It was

also found that there was a significant decrease in the scores for each gloss condition after a two-week

time interval. The results of the student opinion questionnaire revealed that students prefer glosses in

reading texts by mostly favouring L1 glosses over L2 glosses.

Keywords

• Glossing; vocabulary learning; gloss types

Kaynakça

1. AbuSeileek, A. F. (2008). Hypermedia annotation presentation: Learners’ preferences and effect on EFL reading comprehension and vocabulary acquisition. CALICO Journal, 25(2), 260-275.
2. Bhatia, V. K. (1983). Simplification v. easification - the case of legal texts. Applied Linguistics, 4, 42-54.
3. Bland, S. K., Noblitt, J. S., Armington, S., & Gay, G. (1990). The naive lexical hypothesis: Evidence from computer‐assisted language learning. Modern Language Journal, 74, 440- 450. http://doi.org/bwb695
4. Bowles, M. A. (2004). L2 glossing: To CALL or not CALL. Hispania, 87(3), 541-552.
5. Chen, J. (2014). Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: effects of assessment methods. Computer Assisted Language Learning. http://doi.org/bfdw
6. 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.
7. Davis, J. N. (1989). Facilitating effects of marginal glosses on foreign language reading. Modern Language Journal, 73, 41-48. http://doi.org/dgpzh9
8. Ercetin, G. (2003). Exploring ESL learners’ use of hypermedia reading glosses. CALICO Journal, 20(2), 261-283.

9. Falla, T., & Davies, P. A. (2012). Solutions, A2, Students’ Book. Oxford University Press.
10. Gass, S. M. (1988). Second language vocabulary acquisition. Annual Review of Applied
11. Linguistics, 9, 92-106.
12. Gettys, S., Imhof, L. A., & Kautz, J. O. (2001). Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Journals, 34(2), 91-99.
13. Grace, C. (1998). Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software. The Modern Language Journal, 82(4), 533-544. http://doi.org/dqwtmh
14. Haynes, M. (1993). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 46-65). Norwood, NJ: Ablex.
15. Holley, F., & King, J. (1971). Vocabulary glosses in foreign language reading materials. Language Learning, 21, 213-219. http://doi.org/dmdxms
16. Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. J. Armaud & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113-125). London: Macmillan.
17. Hulstijn, J., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80, 327-339. http://doi.org/d6r4fh
18. Jacobs, G. (1991). Second language reading recall as a function of vocabulary glossing and selected other variables (Unpublished doctoral dissertation). University of Hawaii, Manoa, Honolulu.
19. Jacobs, G. (1994). What lurks in the margin: Use of vocabulary glosses as a strategy in second language reading. Issues in Applied Linguistics, 5, 115-137.
20. Jacobs, G. M., Dufon, P., & Hong, F. C. (1994). L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading, 17(1), 19-28.
21. Johnson, P. (1982). Effects on reading comprehension of building background knowledge. TESOL Quarterly, 16, 503-516.
22. Ko, M. H. (2005). Glosses, comprehension, and strategy use. Reading in a Foreign Language, 17(2), 125-143. Retrieved from http://bit.ly/1Nz5mIY
23. Ko, M. H. (2012). Glossing and second language vocabulary learning. TESOL Quarterly, 46(1), 56-79. http://doi.org/bfdx
24. Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning and Technology, 3(2), 58-69.
25. Laufer, B., & Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it? RELC Journal, 28(1), 89-108.
26. Lenders, O. (2008). Electronic glossing is it worth the effort? Computer Assisted Language Learning, 21(5), 457-481. http://doi.org/dqjzc5
27. Lotto, L., & de Groot, A. M. B. (1998). Effects of learning method and word type on acquiring vocabulary in an unfamiliar language. Language Learning, 48(1), 31-69. http://doi.org/b6f66t
28. Luo, J. (1993). A study of the effects of marginal glosses on the reading comprehension of intermediate college students of French (Unpublished doctoral dissertation). University of Pennsylvania, PA, US.
29. Lyman‐Hager, M., & Davis, J. N. (1996). The case for computer‐mediated reading: Une vie de boy. The French Review, 69, 775-790.
30. Mondria, J. A. (2003). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings: An experimental comparison of the meaning-inferred method and the meaning-given method. Studies in Second Language Acquisition, 25(4), 473-499.
31. Morrison, J. (2004). Reducing the cognitive load presented by definition presentation in electronic learning environments through the use of hypermedia rollovers (Unpublished doctoral dissertation). University of Central Florida, Orlando, FL.
32. Myong, H. K. (1995). Glossing in incidental and intentional learning of foreign language
33. vocabulary and reading. University of Hawaii Working Papers in ESL, 13, 49-94.
34. Nagata, N. (1999). The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 32(4), 469-479.
35. Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Heinle and Hienle.
36. Nation, I. S. P. (2001). Learning vocabulary in another language. United Kingdom: Cambridge University Press.
37. Pak, J. (1986). The effect of vocabulary glossing on ESL reading comprehension. Unpublished manuscript, University of Hawaii, Manoa.
38. Prince, P. (1996). Second language vocabulary learning: The role of context versus translations as a function of proficiency. Modern Language Journal, 80, 478-493.
39. Ramachandran, S. D., & Rahim, H. A. (2004). Meaning recall and retention: The impact of the translation method on elementary level learners’ vocabulary learning. RELC Journal, 35(2), 161-178.
40. Rott, S., & Williams, J. (2003). Making form-meaning connections while reading: A Qualitative analysis of word processing. Reading in a Foreign Language, 15(1), 45-75.
41. Sakar, A., & Ercetin, G. (2005). Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted Learning, 21(1), 28-38. http://doi.org/b7xnpx
42. Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. http://doi.org/dh2bzh
43. Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave & Macmillan.
44. Swan, M. (1997). The influence of the mother tongue on second language vocabulary acquisition and use. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy. Cambridge: Cambridge University Press.
45. Vela, V. (2015). Using glosses for incidental vocabulary acquisition. Procedia - Social and Behavioral Sciences, 199, 305-310. http://doi.org/bfdz
46. 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.
47. Yao, Y. (2006). The effect of different presentation formats of hypertext annotations on cognitive load learning and learner control (Unpublished doctoral dissertation). University of Central Florida, Orlando, FL.
48. Yeung, A. S. (1999). Cognitive load and learner expertise: Split-attention and redundancy effects in reading comprehension tasks with vocabulary definitions. Journal of Experimental Education, 67(3), 197-217. http://doi.org/cdtw89
49. Yoshii, M. (2006). L1 and L2 glosses: their effects on incidental vocabulary learning. Language Learning and Technology, 10(3), 85-101.