Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination

Abstract

This article examines the influence of different reading conditions (i.e. reading only and reading with first language marginal glosses), number of word encounters (one, three, and seven) while reading, and combinations of these two variables on new word retention. This study considered a total of six possible combinations. Six groups of Chinese learners of English as a foreign language (EFL) ( n = 240) were randomly selected and each assigned to a condition including 15 target lexical items. Each treatment session lasted for 5 weeks. One delayed test, containing four dimensions of vocabulary knowledge, was intended to measure learners’ retention of unknown words. The delayed test was administered 2 weeks after the experiment and was not disclosed to the learners in advance. The groups whose reading was accompanied by first-language (L1) marginal glosses scored significantly higher than the reading-only groups. The increased effectiveness of repeatedly encountering target lexical items was more pronounced in the reading experiment including L1 marginal glosses. The combination of L1 marginal glosses and seven encounters was found to be the most effective combination for lexical item retention. This study highlighted the effectiveness of repeatedly encountering target words and being provided with L1 marginal glosses to retain new words incidentally learned from reading. The conditions and relevant teaching implications are discussed in this study.

Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning

“…In the present study, the frequency of exposure to the new words was controlled to one occurrence. Since we know from previous research that one exposure is generally regarded as “insufficient” for incidental word learning in most cases [7, 9, 10, 12, 15, 69, 70]), but participants in the current study might have discussed the target words thereby increasing exposure. This lends credibility to the argument that metacognitive prompts training could be effective in enhancing incidental vocabulary learning.…”

“…Although the four dimensions of knowledge of the form-meaning relationship were interrelated and holistically connected, the process of learning vocabulary was observed to follow an incremental nature[8]. In addition, echoing Teng [10], complete mastery of a lexical item was found to involve establishing a map that linked form and meaning, but not all of which can be learned completely from completion of a single reading activity because each word can vary in the degree to which receptive/productive knowledge has been mastered. The present study results suggest that some dimensions of knowledge of the form-meaning relationship were mastered before others regardless of the treatment condition.…”

“…Incidental vocabulary learning, i.e., picking up new words from reading or listening input without a conscious intention to commit new knowledge to memory [3], has been found to be more challenging compared to intentional vocabulary learning [4]. In addition, previous studies on incidental vocabulary learning have shown partial and arguably unstable gains in vocabulary knowledge [5, 6, 7, 8, 9, 10]. However, the alternative—direct teaching of vocabulary—may be problematic because many teachers may not know where to begin to help learners independently engage in word learning [11].…”

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

“…Third, they help learners activate their prior knowledge as well as connect it with new knowledge in the text; which can facilitate reading comprehension (Azari, Abdullah, Heng, & Hoon, 2012b;Farvardin & Biria, 2011;Hong, 2010;Taylor, 2013aTaylor, , 2013b and vocabulary acquisition (Zhao & Ren, 2017). This is especially important for acquiring incidental vocabulary that learners may ignore while reading (Öztürk & Yorganci, 2017;Teng, 2019). Finally, they save the effort and time of learners compared to dictionary look-up (Hong, 2010;Vela, 2015).…”

The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study

“…There are various types of L1 glosses, depending on the position and the form. The L1 multiple-choice gloss (Miyasako 2002), L1 single gloss (Miyasako 2002), L1 marginal gloss (Hulstijn et al 1996;Teng 2019), L1-in-text-gloss (Cheng & Good 2009) and L1gloss-L2-example (Cheng & Good 2009) all facilitate incidental vocabulary learning during L2 reading. With regard to the effectiveness of the various types of L1 glosses, it appears that an L1 single gloss is more effective than an L1 marginal gloss (Miyasako 2002).…”