Effect of different ways of glossing on incidental vocabulary acquisition

不同注释方式对词汇附带习得的影响

1. Introduction

The present study examines the effect of glossing on second language vocabulary learning with paper-based text. It compares three glossing conditions, such as no-gloss, Chinese gloss and English gloss. The students#8217; opinions and reactions will also been reported.

1.1 Background of the research

A gloss refers to short definitions or translations of unknown words provided in the text to support learners#8217; reading comprehension. Nation (2013) defines a gloss as ”a brief definition or synonym, either in L1 or L2, which is provided with the text” (p. 238). Glossing has been examined that it can help vocabulary learning. Duan and Yan (2004) examined that multiple-choice glossing was more effective than single translation glossing. However, some researchers thought glossing would impede students#8217; word learning, such as Laufer and Hulstijn.

In China, some researchers have conducted different studies on the glossing and second vocabulary learning with different methods. Cao and Song (2014) have conducted tests from three types ,such as single Chinese gloss, single English gloss, and double English glosses; Liu(2015) conducted tests under multimedia conditions, with 3 different glossing ways; Meng and Chan (2015) designed 3 types of gloss in two different positions.

1.2 Purpose of the research

With the development of the multimedia, many researchers provide evidence for the effects in the multimedia conditions, however, most students and teachers still focus on the traditional conditions, which presented as paper-based text, and the glosses at the bottom of the page. This study will examine the effects based on the traditional conditions, and verifies the positive effects of glossing to the incidental vocabulary learning.

1.3 Organization of the research

The thesis is divided into six parts. The first chapter is introduction, including the research background , research purpose and research organization. The second chapter is literature review, in which definition of glossing, the effects on vocabulary learning, and the limitations of previous studies were presented. The third chapter is methodology, including the subjects, instruments, experimental design and data analysis. The fourth and fifth parts present the results of the study and discussion. The sixth part discusses the major findings, the limitations and suggestions for the further research in and pedagogical implications in this study.

2. Literature Review

2.1. Glossing

Glossing can be supported as a supplementary pedagogical device integrated into reading texts by several language acquisition frameworks. As glossed words can be high-lighted or boldfaced, glossing can work as a form of input enhancement (Sharwood Smith1993), increasing the likelihood of target linguistic items being noticed. In light of the noticing hypothesis (Schmidt 2001), it may be suggested that glossing contributes to the acquisition of glossed lexical items in reading texts. Apart from its theoretical implications, glossing is considered relatively easy and does not interrupt reading, compared to looking up words in a dictionary (Nation 2001).Nation (2001, 2009) also points to the following benefits of enhancing L2 text with glossary information: (1) it enables one to read difficult text that otherwise would be too challenging; (2) it prevents readers from making a wrong guess of vocabulary meaning; and (3) it increases the likelihood of the glossed word being learned.

It has gained much attention from researchers in the field of second language (L2) studies. However, the design of these studies is diverse due to their purposes in examining glosses. Hulstijn, Hollander, and Greidanus (1996) investigated incidental vocabulary learning using marginal glosses and dictionaries. They also tested the effects of word frequency, either once or three times in the text. Meng and Chan(2015) compared different types of glosses depending on the place where a gloss is presented, such as side of page, bottom of page. Watanabe (1997), and Nagata (1999) were interested in investigating the effects of multiple-choice (MC) glosses with other types of glosses or input, such as appositive, single-gloss, and no-gloss conditions.