Abstract
Learning vocabulary forms a major part for any language learner. Apart from direct teaching of vocabulary, language teachers are always searching for ways to increase their students’ vocabulary to enable them to use the language more effectively. Therefore, this study sets out to investigate whether the use of computer textual glosses can aid vocabulary development. With a sample of 99 English as second language students, this study examines whether a computer-aided textual glosses embedded in a narrative text is able to aid students in developing their vocabulary knowledge. Using ANOVA and descriptive statistics, it was found out that students with different language proficiency levels used the gloss in a similar pattern. The similarity was that there were gains after immediate use of the glosses but the gains were not maintained over time. High proficiency students made the most gains followed by mid and low proficiency students. What can be learnt from this study is that computer textual glosses can be used to develop students’ vocabulary knowledge in the short term. However, this should be supplemented with other vocabulary teaching/learning activities for more robust vocabulary knowledge development. The implications of measuring vocabulary knowledge by using vocabulary tests in the study could have resulted in the students having more gain in productive vocabulary knowledge compared to receptive vocabulary.
Highlights
A language student faces many challenges in his or her quest to learn another language
With a sample of 99 English as second language students, this study examines whether a computer-aided textual glosses embedded in a narrative text is able to aid students in developing their vocabulary knowledge
It can be concluded that proficiency level of students does influence gloss use and vocabulary knowledge
Summary
A language student faces many challenges in his or her quest to learn another language. Among the challenges are learning the structures and vocabulary of the language These are needed by them to allow students to use and comprehend information in the language that they are learning. Read (2004) writes that second language learners are aware that limitations in their vocabulary hinders them in their communication in the target language as “lexical items carry the basic information load of the meanings they wish to comprehend and express” It is important and useful to find ways to effectively develop students’ vocabulary knowledge. It can complement teaching vocabulary as teaching is time consuming and as Parry (1993) notes that “it is not economic to spend precious minutes on items whose chances of reoccurrence may be low” It can complement teaching vocabulary as teaching is time consuming and as Parry (1993) notes that “it is not economic to spend precious minutes on items whose chances of reoccurrence may be low” (p. 2)
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