Gloss Conditions Research Articles

Testing the benefits of relating figurative idioms to their literal underpinnings

Abstract Second/foreign language (L2) learners appear to remember figurative idioms relatively well if they are informed of the literal underpinning of the expressions, that is, the context in which the expressions were (or still are) used in a literal sense. In the present exploratory study, ESL learners read texts accompanied by glosses which did or did not mention the literal underpinnings of idioms used in the texts, and their recollection of the idioms was tested immediately after the reading task and again one week later. The mean test scores were very similar across the gloss conditions, suggesting no mnemonic benefits of giving literal underpinnings. However, retrospective interviews with the participants revealed considerable variation in the way they had engaged with the materials. For example, several students who were not given information about the literal underpinnings speculated about those underpinnings spontaneously, while those who were given this information did not always understand its relation to the idiomatic meanings. The interviews also revealed considerable variation in the students’ perception of the purpose of the glosses, with some treating them as support for text comprehension and others treating them as input for deliberate vocabulary study. The findings illustrate how mixed-methods research that looks not just at aggregated learning outcomes but at individuals’ learning processes can help to finetune expectations about the efficacy of an instructional intervention and, ultimately, perhaps help to optimize the intervention itself.

Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses

Despite increasing number of studies on incidental vocabulary learning through viewing in a foreign language, glosses, which have been proven to have facilitative effects in incidental vocabulary learning via other modes of input, have remained underexplored in audiovisual input. The current study investigates the effects of (1) traditional gloss (TG), (2) multiple-choice gloss (MCG) and (3) no gloss (NG) conditions on incidental L2 vocabulary learning through viewing animated short videos. Turkish-L1 upper-intermediate to advanced EFL learners (N = 127), who were randomly assigned to three conditions, watched three short, animated videos twice. The results revealed that while the MCG group and the TG group significantly outperformed the NG group in vocabulary meaning recall test, there was not a significant difference between the glossed conditions. The results also suggested that the participants learnt new words through interacting with MCGs. Furthermore, the participants’ prior vocabulary knowledge positively correlated with incidental vocabulary learning from the videos. The results are discussed within the framework of previous research and the Involvement Load Hypothesis.

The Effectiveness of Multimedia Gloss Modes and Languages for Chinese Learners’ Incidental Vocabulary Acquisition

This study examines the effects of different gloss types, namely L1 text-only, L2 text-only, L1 text plus picture, and L2 text plus picture on vocabulary retention in a multimedia reading environment. This investigation is based on the cognitive theory of multimedia learning and the revised hierarchical model with image. Sixteen participants read a computerized text under one of four gloss conditions and took an immediate and delayed vocabulary retention test. Quantitative analyses in this study were based on responses to a survey, and performance data drawn from the recognition and production tasks in the vocabulary retention test. Qualitative evidence was obtained through interviews with the participants regarding their attitudes to the use of multimedia glosses. Results of this study suggested that L1 and L2 did not differ in terms of their effects on vocabulary retention. In addition, a combination of text and picture was more effective than text-only in sustaining recall of the glossed words. Survey and interview responses indicated the participants’ mixed opinions about L1 and L2 definitions and their strong preferences for pictures. The positive effect of L2 plus picture type glosses for long-term retention suggested the possible important role of mental involvement in the process of L2 vocabulary acquisition.

An Investigation of the Effectiveness of Enhancing Input Through Glossing and Skewing Techniques on Knowledge of Lexical Collocation

It is broadly acknowledged that collocation is a crucial aspect of lexical knowledge. A well-developed collocational knowledge is necessary to transfer receptive word knowledge into productive use. The aim of the present study was to investigate comparatively the effect of two glossing conditions (textual and audio) and skewed input on lexical collocation of intermediate EFL learners. To this end, 137 L1 Persian EFL students were given Oxford Placement Test (OPT), out of whom 80 were selected and assigned to four 20-participant groups: Textual Glossing Group (TGG), Audio Glossing Group (AGG), Skewed Input Group (SIG), henceforth as experimental groups, and Teacher Existing Method Group (TEMG), as control group. A piloted lexical collocation test, created by familiarity-rating checklist, was administered as a pretest and posttest to the participants to collect data. A delayed posttest was administered after a 2-week interval to assess the delayed effect of the independent variable on the dependent variable of lexical collocation. Collocations were presented in textual glossing, audio glossing, skewed, and L1 glossed conditions during ten instructional sessions. The data were analyzed using one-way ANOVA and post hoc test for both immediate and delayed posttests. The results showed that the different gloss conditions and skewed input technique had significantly different effects on learners' L2 lexical collocation gain. It was revealed that textual glossing and skewing techniques resulted in greater improvement in lexical collocation. Some pedagogical implications were represented for language teachers, learners, and testers.

The Impact of Glossed Texts on Reading Comprehension among Tertiary Saudi Students

The purpose of this study is to explore the existing effect of gloss conditions on reading comprehension and vocabulary understanding of learners in the context of English as a foreign language. The study composed of 72 male students aged between 19 and 21 years selected from Qassim University in Saudi Arabia. The participants were divided into four groups, namely; L1 Arabic gloss, L2 English gloss, a combination of L1 and L2, and the last group with no gloss. Results and findings of the study revealed a significant difference regarding the comprehension of the texts among the experimental groups when correlated with the control group. Additionally, there was no significant change noted regarding performance among the experimental groups. Another finding indicated that the learners had a preference of L1 and L2 gloss over L1 gloss and L2 gloss types, with 93.03% of them preferring to read glossed texts. Overall, these findings suggest that the gloss and no conditions were significantly distinct. This research results will be beneficial for future studies that are interested in developing reading comprehension of EFL learners.

Computer-mediated textual and audio glosses, perceptual style and L2 vocabulary learning

The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners’ visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning style questionnaire. Then, each style group was further subdivided into three groups who received a text via a screen including a number of unfamiliar vocabulary items with one of the following L1 gloss conditions: textual glosses, audio glosses or no glosses. Learners could either hear or see the L1 definitions of target words by clicking on hyperlinks provided under each target word. The results provided evidence that both gloss types promoted vocabulary learning and indicated that audio glosses were more effective than textual glosses. Moreover, the results suggested the moderating role of perceptual learning style in vocabulary learning. Among the treatment groups, the auditory learners who received audio glosses indicated the highest rate of vocabulary learning.

L1 and L2 Glosses: Their Effects on Korean EFL Learners’ Reading Comprehension

The present study investigates the effects of two gloss conditions - L1 gloss (Korean glossing) and L2 gloss (English glossing) - in reading English passages. A total of 180 high school students in Korea participated in this study. Based on their scores of the reading comprehension test (pretest), participants were divided into two reading-proficiency groups: three high reading proficiency (HRP) and three low proficiency (LRP) groups. Students were asked to read the material under one of three conditions: L1 gloss, L2 gloss, and no gloss. After reading, they were asked to take a multiple-choice reading comprehension test. A one-way ANOVA was conducted to examine whether there was any significant effect of gloss conditions on reading comprehension. Tukey’s post-hoc test was also used to perform pair-wise comparisons between the three different gloss conditions. The results of the quantitative analyses indicated that both L1 and L2 gloss conditions affected students’ reading comprehension. The findings also revealed that the effectiveness of vocabulary glosses varied across students’ reading proficiency levels.

Using Glosses for Incidental Vocabulary Acquisition

As EFL teachers we use reading comprehension as an aid for intentional and incidental vocabulary growth. However, many reading passages contain low frequency words causing our students to face with difficulties trying to comprehend L2 texts, and this can become a handicap in the process of vocabulary learning. Including glosses in reading texts is an effective strategy that helps students overcome this problem. The aim of the present study is to investigate how different types of gloss conditions affect SEEU students’ reading comprehension and incidental vocabulary learning. The participants were 120 students with two different proficiency levels. They were divided into three groups of 40 and assigned to read a text with highlighted low frequency words. One group had L1 glosses to consult the meaning of the words, one group had L2 glosses and the control group had no glosses. After reading their text under each research condition, participants were given a vocabulary test to identify how many target words they remembered. The results of the study indicated that in both levels the experimental groups outperformed the control groups. The low proficiency students especially benefited from the L1 glosses and high proficiency students were successful with both Gloss conditions.

The Effect of Gloss Type and Mode on Iranian EFL Learners’ Reading Comprehension

This study investigated the effects of three kinds of gloss conditions that is traditional non-CALL marginal gloss, computer-based audio gloss, and computer-based extended audio gloss, on reading comprehension of Iranian EFL learners. To this end, three experimental and one control groups, each comprising 15 participants, took part in this study. In order to ensure that the participants were from the right proficiency level, KET (Key Language Test) was used to select upper-intermediate proficiency learners. Participants in each group read two passages under one of the three mentioned conditions, with no gloss offered for control group. They all completed one pretest, one reading session, and one post-test. The data were analyzed using t-tests and one-way ANOVA. Statistical analyses of the results revealed that extended audio gloss group, who were provided with the voice of a speaker to read the meaning of the target word, as well as one example sentence, significantly outperformed the other groups. The results of this study provide some insights for teachers and administrators to review their curricula, approaches, and educational tools, and to consider the possibility of incorporating CALL technology into their teaching.

Glossing and Second Language Vocabulary Learning

This study aims to investigate the effect of different types of glosses as well as no‐gloss and glossed texts on L2 vocabulary learning. A total of 90 university students in Korea participated in this study. They were randomly divided into groups according to three different conditions: no gloss, L1 gloss, and L2 gloss. Students were first asked to read materials for a reading comprehension test. Immediately after, participants took an unexpected multiple‐choice (MC) vocabulary test, which they took once again unannounced four weeks later. All participants also completed a student opinion questionnaire reporting on their reactions to the reading text. Results indicated that, on the immediate vocabulary test, there was a significant difference between no‐gloss and glossed conditions. However, participants showed no significant differences between texts with L1 glosses and L2 glosses. Findings were similar on the delayed vocabulary test given four weeks later. There were significant time effects on L1 and L2 gloss conditions over time but not on the no‐gloss condition. The survey results revealed participants preferred glosses in their L2 reading materials, and they favored L2 glosses over L1 glosses.

The Comparative Effect of Single and Multiple Gloss Conditions on EFL Learners� Vocabulary Retention and Production

Vocabulary glosses are considered effective learning tools since they decrease incorrect meaning inferences from context while keeping reading uninterrupted. The purpose of the present study was to examine the impact of different gloss conditions on intermediate EFL learners' vocabulary retention and production. The participants were 101 EFL learners selected based on their performance on PET and randomly assigned to one control and two experimental groups. In the single gloss experimental group vocabulary was taught using glossed texts with one definition for each gloss while the multiple gloss experimental group received the same texts with three definitions for each gloss. The participants in the control group received the texts without any glosses but were encouraged to consult their dictionaries instead. All the participants took part in vocabulary retention and production posttests after the treatment and those in the two experimental groups answered a questionnaire about their attitudes towards using glosses. The results of the one-way ANOVA confirmed that the two gloss conditions contributed to vocabulary retention and production. Moreover, the results indicated that single gloss group did significantly better on vocabulary retention test. However, no significant difference was found between the single and multiple gloss groups on the vocabulary production test.

Textual and Pictorial Glosses: Effectiveness on Incidental Vocabulary Growth When Reading in a Foreign Language

ABSTRACT The present study investigates the effects of pictorial and textual glosses and a combination thereof on incidental vocabulary growth of foreign language learners. Subjects from second‐semester German classes read a narrative text passage under one of three marginal gloss conditions: textual gloss (English translation); pictorial gloss; and text and pictures in the gloss. Subjects were tested on production as well as recognition of fourteen target words both immediately following and two weeks after the reading. Support was found for the hypothesis that subjects utilizing a combination of text and pictures in the gloss would outperform subjects under the other two gloss conditions on the recognition of target words on both short‐term memory and retention.

INPUT, INTAKE, AND RETENTION

This study investigated the effects of text modification and task on incidental learning of foreign language vocabulary by reading. The focus of the study was on how different cue types (appositives and single and multiple-choice marginal glosses) and a task (translation) would affect processing of input, initial learning, and retention of the meaning of target words in a text. Two hundred thirty-one students in Japanese universities were randomly assigned to 10 condition groups. After a pretest, a reading task, and a cloze test, they were given a surprise vocabulary test. A week later, two unexpected delayed posttests were also given. The results indicated that (a) both single and multiple-choice marginal gloss conditions performed significantly better than the no cue and the appositive conditions, (b) no statistically significant difference existed between the single and the multiple-choice gloss conditions nor between the appositive and the no cue conditions, and (c) the translation task had no effect.