Abstract
Vocabulary learning plays an indispensable and important role in foreign language learning. Incidental vocabulary acquisition is one of the common ways of vocabulary learning. Based on the previous studies, the present study attempts to investigate the effects of different gloss modes on Chinese EFL learners' incidental vocabulary acquisition through reading. Two important factors, i.e. gloss position (pre-text, post-text) and textual enhancement (with textual enhancement, without textual enhancement), as well as their interaction effects are examined. The results show that different gloss positions (pre-text, post-text) and textual enhancement (with textual enhancement, without textual enhancement) do not have significantly different effects on Chinese EFL learners' incidental vocabulary acquisition through reading and that no significant interaction effects between gloss position and textual enhancement have been found. Besides, students' performances on the immediate vocabulary tests and the delayed vocabulary tests are significantly correlated and delayed vocabulary retention is significantly weaker than immediate vocabulary retention. The current study sheds some light for English teachers and English textbook publishers in China.
Highlights
Vocabulary acquisition is regarded as one of the most important aspects of second language (L2)acquisition
A large number of studies have been carried out to investigate the effects of different factors on incidental vocabulary acquisition reading (Hulstijn et al, 1996; Paribakht & Wesche, 1999; Day, Omura & Hiramatsu, 1991; Xu, X., 2010; Knight, 1994; etc.)
According to “The Noticing Hypothesis” put forward by Schmidt (1990) elaborates on the relationship between noticing and acquisition and “The Input Hypothesis” proposed by Krashen (1985) assumes that we acquire language by understanding, messages and that the more and the better messages are given the better the learning result would be, this research attempts to investigate the effects of gloss position(pre-text, post-text) and textual enhancement on Chinese EFL learners' incidental vocabulary acquisition through reading by carrying out experiments
Summary
Vocabulary acquisition is regarded as one of the most important aspects of second language (L2). A large number of studies have been carried out to investigate the effects of different factors on incidental vocabulary acquisition reading (Hulstijn et al, 1996; Paribakht & Wesche, 1999; Day, Omura & Hiramatsu, 1991; Xu, X., 2010; Knight, 1994; etc.) These factors include dictionary use, reoccurrence of unknown words, lexical glosses, context and so on. According to “The Noticing Hypothesis” put forward by Schmidt (1990) elaborates on the relationship between noticing and acquisition and “The Input Hypothesis” proposed by Krashen (1985) assumes that we acquire language by understanding, messages and that the more and the better messages are given the better the learning result would be, this research attempts to investigate the effects of gloss position(pre-text, post-text) and textual enhancement (with textual enhancement, without textual enhancement) on Chinese EFL learners' incidental vocabulary acquisition through reading by carrying out experiments
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