The Effects of Verbal Glosses on Vocabulary Learning and Reading Comprehension
Title
The Effects of Verbal Glosses on Vocabulary Learning and Reading Comprehension
The Effects of Verbal Glosses on Vocabulary Learning and Reading Comprehension
Keywords: Computer-Assisted Language Learning, Gloss, Reading Comprehension, Vocabulary Learning
Authors
Vahid Salehi
Allameh Tabatabaee University, Tehran, Iran
Vahid Salehi
Allameh Tabatabaee University, Tehran, Iran
Farid Naserieh
University of Tehran, Tehran, Iran
Bio Data
Vahid Salehi is currently a PhD candidate in Instructional Technology at Allameh Tabatabaee University, Tehran, Iran. His main research interests include CALL, Instructional Design, and Multimedia Learning.
Farid Naserieh is currently a PhD candidate in Teaching English as a Foreign Language at University of Tehran, Tehran, Iran. His main research interests include vocabulary development through CALL and individual learner differences with a focus on language learning strategies and styles.
Abstract
The study explored the effectiveness of four types of verbal glosses in terms of reading comprehension and incidental vocabulary learning and retention among 95 Iranian undergraduate university students. There were two instances of each of fifteen target words in the text. The gloss types included L1, L2, bilingual, and mixed glosses. With the mixed gloss type, for the first annotation the readers viewed both L1 and L2 definitions of the target word; the second annotation involved the sentence in which the target word appeared for the first time. Having read a short story, the participants took a reading comprehension and two word recognition tests, one immediately and the other two weeks later. The results overall disclosed the effectiveness of glossing compared with non-glossing. No difference was detected between L1 and L2 glosses, though the participants preferred the former to the latter. And finally, mixed glosses appeared to be the most advantageous gloss type. The findings and their implications will be discussed.
The study explored the effectiveness of four types of verbal glosses in terms of reading comprehension and incidental vocabulary learning and retention among 95 Iranian undergraduate university students. There were two instances of each of fifteen target words in the text. The gloss types included L1, L2, bilingual, and mixed glosses. With the mixed gloss type, for the first annotation the readers viewed both L1 and L2 definitions of the target word; the second annotation involved the sentence in which the target word appeared for the first time. Having read a short story, the participants took a reading comprehension and two word recognition tests, one immediately and the other two weeks later. The results overall disclosed the effectiveness of glossing compared with non-glossing. No difference was detected between L1 and L2 glosses, though the participants preferred the former to the latter. And finally, mixed glosses appeared to be the most advantageous gloss type. The findings and their implications will be discussed.
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See page: 24-62
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[/private]Category: Main Editions, Volume 15 Issue 2
