Audio glossing during information-gap activities: The effect on learner output

Abstract

Abstract This article reports on a study of novice-level learners of French completing information-gap activities, contrasting the language produced by participants with access to audio glosses to that produced by those with no such access. Results suggest multiple benefits from the audio glosses. Quantitative benefits were demonstrated in a higher total percentage of targeted vocabulary items produced by those with access to the audio glosses compared to those without. Participants with glosses also introduced the noun into the conversation in French to a greater extent than those without, who frequently requested forms from their interlocutors in English. Close examination of language forms produced by the learners also indicated greater accuracy of recall of the targeted nouns. Learners with access to the glosses avoided coining new forms, using the glosses to retrieve lexical items when necessary. Learner comments concerning their abilities in French were also less negative from participants in the gloss context. Overall, the results of the study show that participants with access to the audio files produced more of the targeted vocabulary more accurately, with less disruption to communication. In addition, they appeared to benefit from an improved self-image of their ability in French throughout the activity.