Three approaches to glossing and their effects on vocabulary learning

Huang, Lo li; Lin, Chih Cheng

doi:10.1016/j.system.2014.03.006

Cited by 25 publications

(23 citation statements)

References 12 publications

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“…The results obtained for the full glossing condition contradict Huang and Lin's (2014) contention that repeated encounters with glosses may not necessarily lead to learners' active processing of glosses in the margin; their study revealed that the full glossing condition generated the least vocabulary learning in comparison with the other glossing conditions (gloss-retrieval-gloss and inference-gloss-gloss conditions). In this study, the full glossing condition outperformed the other four glossing conditions on the vocabulary form recall test.…”

Section: Form Recall Testmentioning

confidence: 75%

“…Moreover, Laufer and Hulstijn argued that compared with other tasks, glossing does not trigger search or evaluation processes and encourages weak involvement load. Recently, Huang and Lin (2014) said that "glossing can increase the possibility of learning correct word meanings in context, but leaving words unglossed for learners to infer or retrieve their word meanings may increase the involvement load and mental effort, thus contributing to better retention" (p. 128). Therefore, preceding glossing with inference (i.e., guessing a new word's meaning from context) or following glossing with retrieval (i.e., the act of remembering words' meaning) may complement vocabulary learning (Rott, 2007).…”

Section: Introductionmentioning

confidence: 99%

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A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners’ Vocabulary Recall

Danesh

Farvardin

2016

Sage Open

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This quasi-experimental study examined the effects of different glossing conditions on English as a foreign language (EFL) learners' vocabulary recall. To this end, five glossing conditions were adopted (i.e., inference-gloss-gloss, gloss-retrievalgloss, inference-gloss-retrieval-gloss, gloss-retrieval-gloss-retrieval, and full glossing). The participants were 140 MA students of Teaching English as a Foreign Language (TEFL). They were randomly assigned to one glossing condition to read an English reading passage. Five target words were glossed in different glossing conditions within a reading passage. To ensure the participants' attention focused on the reading material, the participants were told that a multiple-choice reading comprehension test would be administrated. Afterward, two vocabulary tests (i.e., form recall and meaning recall) were conducted. The results of one-way MANOVAs and the post hoc Scheffé tests revealed that the full glossing condition group did significantly better than other glossing groups in vocabulary form recall, whereas the gloss-retrieval-gloss-retrieval condition group outperformed other four groups in vocabulary meaning recall.

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Section: Form Recall Testmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners’ Vocabulary Recall

Danesh

Farvardin

2016

Sage Open

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“…The output of the RANGE program indicated the words likely to be unknown to the students given their estimated vocabulary size. Two TEFL experts checked these words against a range of other criteria such as the relevance of the words to comprehension of the main ideas (Hulstijn, 1993;Lenders, 2008;Peters, Hulstijn, Sercu, & Lutjeharms, 2009;Rott, 2007), frequency of word occurrence (Al-Seghayer, 2003;Huang & Lin, 2014;Rott, 2005) and parts of speech (Laufer, 1990) and prepared an agreed-upon list of 14 target words to be finally glossed (see the Appendix). The words occurred once in the text and were equally split between verbs and adjectives, which, according to Laufer, are of moderate difficulty level among other parts of speech.…”

Section: Target Wordsmentioning

confidence: 99%

Effect of Computerized Gloss Presentation Format on Reading Comprehension: A Cognitive Load Perspective

2016

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In recent years, gloss presentation format or the location where a gloss appears with respect to its related target word has received renewed attention. Research suggested that different gloss presentation formats could have differential effects on reading comprehension and/or vocabulary learning. This study hypothesized that the effectiveness of different computerized gloss presentation formats in reading comprehension could be explained by drawing on the split-attention effect within the framework of cognitive load theory. The effect predicts that when two related sources of information are physically separated (e.g., a target word and the respective gloss), cognitive resources are unnecessarily wasted, and learning is hindered. To test this hypothesis, 39 Persianspeaking L2 learners of English were divided into two experimental conditions, each being exposed to a text enhanced with either in-text or marginal glosses. Two measures of reading comprehension and three measures of cognitive load were employed. The participants' initial differences in terms of grammatical knowledge and vocabulary size were balanced out, and their lookup behavior was also tracked. The results revealed that the participants with access to in-text glosses, compared with those with marginal glosses, experienced lower levels of cognitive load due to the elimination of split-attention and, accordingly, performed better on the reading comprehension measures. Given the participants' L2 proficiency level, the findings suggested that a text enhanced with in-text glosses tends to be instructionally more efficient.

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“…The facilitative effects of inferencing on word learning have been noted by many previous studies, for example, Hulstijn (1992), Nation (2001), Pulido (2009), Nassaji and Hu (2012), Carpenter et al (2012), and Webb and Chang (2015). Huang and Lin (2014) examined three approaches to glossing and also found that the inference-gloss-gloss condition was more effective than full glossing condition. Nevertheless, Sadoski, Goetz and Rodriguez (2000) argued that although inferencing led to good immediate recall of word meanings, it promoted little retention.…”

Section: Inferencingmentioning

confidence: 66%

Comparing Dictionary-induced Vocabulary Learning and Inferencing in the Context of Reading

Zou

2016

LEXI

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This research examines dictionary-induced vocabulary learning and inferencing in the context of reading. One hundred and four intermediate English learners completed one of two word-focused tasks: reading comprehension and dictionary consultation, and reading comprehension and inferencing. In addition to performing the tasks, some subjects reported their thinking processes either during or after the completion of the tasks, and those who did not were tested both immediately and one week later for their learning of target words. The results show that dictionary-induced vocabulary learning was significantly more effective than inferencing. The researcher explains such results in terms of theories of the degree of elaboration and connectionist models, and suggests that the provision of a number of various aspects of knowledge about a target word is very facilitative for word learning.

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Three approaches to glossing and their effects on vocabulary learning

Cited by 25 publications

References 12 publications

A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners’ Vocabulary Recall

A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners’ Vocabulary Recall

Effect of Computerized Gloss Presentation Format on Reading Comprehension: A Cognitive Load Perspective

Comparing Dictionary-induced Vocabulary Learning and Inferencing in the Context of Reading

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