EFFECTS OF FIRST LANGUAGE AND SECOND LANGUAGE GLOSSES ON LEARNERS’ READING COMPREHENSION AND VOCABULARY RETENTION
Main Article Content
Abstract
While previous studies suggest that textual glosses presented along with reading text facilitate deeper textual understanding and vocabulary uptakes, the extent to which such effects vary in different conditions remain obscure. Employing a quantitative research design, the authors specifically focused on the interplay between glossing languages (L1 and L2) and learners’ language proficiency (intermediate and advanced), and the effects of glosses on learners’ textual comprehension and incidental vocabulary learning. In this study, 180 learners were divided into two groups according to their proficiency level (intermediate or advanced). Within each group, the treatment conditions (control, glossing in native language, and glossing in second language) provided the foundation for further division into three sub-group of 60 students. ANOVA and t-test analysis show that the use of glosses led to deeper comprehension and incidental vocabulary learning. Two-way ANOVAs indicate that L1 glosses generated deeper comprehension and recall ability in intermediate learners than L2 glosses, and inversely, advanced learners performed better in reading and vocabulary tests when given L2 glosses. Finally, the authors proposed some implications for vocabulary learning and teaching in accordance with the relative differences in L1 and L2, and intermediate and advanced levels.
Article Details
Keywords
glosses, reading comprehension, incidental vocabulary learning, EFL learners
References
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Jiang, N. (2002). Form-meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 617–637.
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Cheng, Y., & Good, R. L. (2009). L1 glosses: Effects on EFL learners' reading comprehension and vocabulary retention. Reading in a Foreign Language, 21, 119–142.
Choi, S. (2016). Effects of L1 and L2 glosses on incidental vocabulary acquisition and lexical representations. Learning and Individual Differences, 45, 137–143.
Choi, S., Kim, J., & Ryu, K. (2014). Effects of context on implicit and explicit lexical knowledge. Neuropsychologia, 63, 226–234.
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Cohen, A. D., & Aphek, E. (1980). Retention of second-language vocabulary overtime: Investigating the role of mnemonic associations. System, 8(3), 221–235.
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DiCamilla, F. J., & Antón, M. (2012). Functions of L1 in the collaborative interaction of beginning and advanced second language learners. International Journal of Applied Linguistics, 22(2), 160–188.
Emirmustafaoğlu, A., & Gökmen, D. U. (2015). The effects of picture vs. translation mediated instruction on L2 vocabulary learning. Procedia-Social and Behavioral Sciences, 199, 357–362.
Foss, P. (2009). Constructing a blog corpus for Japanese learners of English. The Jalt CALL Journal, 5(1), 65–76.
Gallai, F. (2022). Relevance theory in translation and interpreting: A cognitive–pragmatic approach. Taylor & Francis.
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Hazenberg, S., & Hulstijn, J. H. (1996). Defining a minimal receptive second language vocabulary for non–native university students: An empirical investigation. Applied Linguistics, 17(2), 145–163.
Hu, H. C., & Nation, P. (2000). Unknown word density and reading comprehension. Reading in Foreign Language, 13, 403–430.
Huang, H. T., & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11(3), 64–82.
Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language. Studies in Second Language Acquisition, 21, 181–193.
Hunt, A., & Beglar, D. (2002). Current research and practice in teaching vocabulary. Methodology in language teaching: An anthology of current practice, 258–266.
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. J. L. Arnaud, & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113–125). Macmillan.
Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80, 327–339.
Hulstijn, J. H. (2011). Language proficiency in native and non-native speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3), 229–249.
Kang, H., Kweon, S. O., & Choi, S. (2020). Using eye-tracking to examine the role of first and second language glosses. Language Teaching Research, 26(6), Article e1362168820928567.
Kim, H. S., Lee, J. H., & Lee, H. (2020). The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis. Language Teaching Research. https://doi.org/10.1177/1362168820981394
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Ko, M. H. (2012). Glossing and second language vocabulary learning. TESOL Quarterly, 46(1), 56–79.
Koren, S. (1999). Vocabulary instruction through hypertext: Are there advantages over conventional methods of teaching. TESL-EJ, 4(1), 1–18.
Krashen, S. (1982). Principles and practice in second language acquisition.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Limited.
Jacobs, G. M., Dufon, P., & Hong, F. C. (1994). L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading, 17(1), 19–28.
Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21, 47–77.
Jiang, N. (2002). Form-meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 617–637.
Jiang, X., Sawaki, Y., & Sabatini, J. (2012). Word reading efficiency, text reading fluency, and reading comprehension among Chinese learners of English. Reading Psychology, 33(4), 323–349.
Joyce, P. (2018). L2 vocabulary learning and testing: The use of L1 translation versus L2 definition. The Language Learning Journal, 46(3), 217–227.
Lantolf, J., Throne, S. L., & Poehner, M. (2015). Sociocultural theory and second language development. In B. van Patten, & J. Williams (Eds.), Theories in second language acquisition (pp. 207–226). Routledge.
Latsanyphone, S., & Bouangeune, S. (2009). Using L1 in teaching vocabulary to low english proficiency level students: A case study at the National University of Laos. English Language Teaching, 2(3), 186–193.
Laufer, B. (1990). Ease and difficulty in vocabulary learning: Some teaching implications. Foreign Language Annals, 23(2), 147–155.
Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied linguistics, 29(4), 694–716.
Lee, H., & Lee, J. H. (2015). The effects of electronic glossing types on foreign language vocabulary learning: Different types of format and glossary information. The Asia–Pacific Education Researcher, 24(4), 591–601.
Lee, J. W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. Tesol Quarterly, 31(4), 713–739.
Lin, C. C., & Huang, H. M. (2008). Meaning-inferred gloss and meaning–given gloss on incidental vocabulary learning. Journal of National Taiwan Normal University: Humanities & Social Sciences, 53(2), 87–116.
Ma, Y. H., & Lin, W. Y. (2015). A study on the relationship between English reading comprehension and English vocabulary knowledge. Education research international, 9, 1–14.
Martin-Chang, S. L., Levy, B. A., & O’Neil, S. (2007). Word acquisition, retention, and transfer: Findings from contextual and isolated word training. Journal of Experimental Child Psychology, 96(1), 37–56.
Nagata, N. (1999). The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 32(4), 469–479.
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American educational research journal, 24(2), 237–270.
Nation, I. S. (2001). Learning vocabulary in another language. Ernst Klett Sprachen.
Nation, P., & Wang, M. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12, 355–380.
National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. https://www.nichd.nih.gov/publications/pubs/nrp/smallbook
Olson, R., Wise, B., Conners, F., Rack, J., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of learning disabilities, 22(6), 339–348.
Pak, J. (1986). The effect of vocabulary glossing on ESL reading comprehension. Unpublished manuscript, University of Hawai’i and Manoa.
Perez, M. M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720–739.
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19(2), 221–243.
Plass, J. L., Moreno, R., & Bruken, R. (Eds.). (2010). Cognitive load theory. Cambridge University Press
Proctor, C. P., August, D., Carlo, M., & Barr, C. (2010). Language maintenance versus language of instruction: Spanish reading development among Latino and Latina bilingual learners. Journal of Social Issues, 66(1), 79–94.
Pulido, D. (2009). How involved are American L2 learners of Spanish in lexical input processing tasks during reading? Studies in second language Acquisition, 31(1), 31–58.
Ramachandran, S. D., & Rahim, H. A. (2004). Meaning recall and retention: The impact of the translation method on elementary level learners’ vocabulary learning. RELC Journal, 35(2), 161–178.
Ramezanali, N., Uchihara, T., & Faez, F. (2021). Efficacy of multimodal glossing on second language vocabulary learning: A meta‐analysis. TESOL Quarterly, 55(1), 105–133.
Rastle, K., Harrington, J., & Coltheart, M. (2002). 358,354 nonwords: The ARC Nonword Database. Quarterly Journal of Experimental Psychology, 55(4), 1339–1362.
Richgels, D. J., & Mateja, J. A. (1984). Gloss II: Integrating content and process for independence. Journal of Reading, 27(5), 424–431.
Ringbom, H. (1987). The role of the first language in foreign language learning (Vol. 34). Multilingual Matters.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language teaching research, 12(3), 329–363.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11–26.
Scott, V. M., & Fuente, M. J. D. L. (2008). What's the problem? L2 learners' use of the L1 during consciousness‐raising, form‐focused tasks. The Modern language journal, 92(1), 100–113.
Segler, T. M., Pain, H., & Sorace, A. (2001). Second language vocabulary acquisition and LS in ICALL environments. Computer Assisted Language Learning, 15, 409-422.
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