Glossing and vocabulary learning

Abstract

This article offers a critical review of research on the use of glossing and its contribution to second language (L2) vocabulary acquisition. Discussion topics include the complexity of estimating the effectiveness of glossing relative to reading non-glossed texts, the quest for optimal implementations of glossing, issues of ecological validity, and ambiguity around the nature of vocabulary learning from glosses. The general conclusion is that, despite the substantial number of research studies on this subject, many questions remain to which only tentative and provisional answers are currently available. This is partly owing to the wide diversity in research designs across studies and the lack of transparency of many research reports. Suggestions are made for further research on glossing with a view to enabling future systematic reviews to produce more nuanced answers and more informed recommendations for the design of L2 reading materials.

Second or foreign language learning through watching audio-visual input and the role of on-screen text

“…In order to promote learners’ form-meaning mappings, glossed captions can be considered. Glosses in captions can be accessed by clicking on a word in the caption in order to see its meaning such as the L1 translation (see Boers, 2021 for a review on glosses for vocabulary learning). While research on the use of glossing in audio-visual input is scarce, it has been found that glosses that provide access to an L1 translation can result in significantly more form-meaning mappings than full or keyword captioning (Hsieh, 2020; Montero Perez et al, 2018; Teng, 2020).…”

The use of Flashcards in teaching EFL vocabulary in online learning

“…The absence of vocabulary was an ongoing topic in the literature EFL learning context. It was frequently given little preference in language instruction and was often left to fend for itself in texts and language courses (Boers, 2021;Çakmak & Erçetin, 2018;Khan, Mustafa, et al, 2020;Teng & Zhang, 2021). Historically, vocabulary acquisition and instruction received scant attention in language education.…”

Analysis of the ELT Pre-Services Teacher Lesson Plan: A Case on the Vocabulary Discussion

“…However, having a lack of vocabulary items about a text will cause more serious problems than the lack of grammar knowledge because having or knowing sufficient vocabulary items about the text can help students to predict what the text means. That is why, it is very necessary for the teacher to provide the students with some vocabulary items, especially the keywords, before asking or letting the students read (Boers, 2021). This means that the more words are known by the students about the texts given, the better and easier their understanding and comprehension will be.…”

“…Harmon & Wood (2018) say that in teaching any text, one of the responsibilities of the teacher is to teach the key vocabulary and concepts so that the students can comprehend or understand the academic language of the discipline or science they are reading. Boers (2021) explain that vocabulary discussion can be done before reading, during reading, and after reading. However, they stress that after getting the text to be used in the classroom, the teacher has to decide the vocabulary items to be taught before the students begin to read the text.…”