Abstract
<p>This paper reports the findings of a study that investigated the effect of giving and receiving marginal L1 glosses on L2 vocabulary learning. To that end, forty nine Iranian learners of English were assigned to three different experimental conditions including marginal L1 glosses Giver (n = 17), marginal L1 glosses Receiver (n = 17), and no glosses Control group (n = 15) with a pretest, immediate, and delayed posttests design. The scores obtained from the fill-in-the-blank and translation test confirmed the homogeneity of the three participating groups in the pretest. During three treatment sessions, participants in the giver group were required to perform the three reading comprehension tasks and consult the bilingual dictionary to look up the targeted lexical items, which were highlighted, and write down their L1 equivalents in the spaces given. The participants in the receiver group were asked to carry out the same reading comprehension tasks which included L1 equivalents of the targeted words. The participants in no marginal glosses group took the same procedure while they had no access to marginal glosses. Two days and four weeks after treatment sessions, all participants took the posttests using the same testing package applied in the pretest. Results of one-way ANOVAs revealed that both the giver and receiver group had an influence on L2 vocabulary learning, the giver group made the most favorable progress over time.</p>
Highlights
In the last two decades, there has been a sizeable amount of second language (L2) research into the effect of various methods of L2 vocabulary learning
This paper reports the findings of a study that investigated the effect of giving and receiving marginal L1 glosses on L2 vocabulary learning
To date, hardly any L2 research has been done to investigate the differential effects of giving and receiving marginal glosses on L2 vocabulary learning and reading comprehension. To bridge this gap in second language acquisition (SLA) literature, this study examines the effects of giving and receiving L1 marginal glosses and repetition of targeted lexical items on enhancing L2 vocabulary learning in English as a foreign language (EFL) context
Summary
In the last two decades, there has been a sizeable amount of second language (L2) research into the effect of various methods of L2 vocabulary learning. The input-based L2 vocabulary learning, on the other hand, stresses the positive effect of increased repetition of targeted lexical items and providing marginal glosses on enhancing L2 vocabulary learning. Of these methods, a great amount of L2 research has been devoted to the effect of marginal glosses on enhancing L2 vocabulary learning and reading comprehension. Taylor (2006) conducted a meta-analysis study investigating the effect of paper-based and computer-assisted L1 glosses on L2 reading comprehension. He concluded that providing learners with computer-assisted L1 glosses has significant effect on reading comprehension.
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