A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners' Vocabulary Recall

Autor/inn/en	Danesh, Tayebeh; Farvardin, Mohammad Taghi
Titel	A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners' Vocabulary Recall
Quelle	In: SAGE Open, 6 (2016) 3, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244016669548
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Vocabulary Development; Recall (Psychology); Quasiexperimental Design; Masters Programs; Graduate Students; Reading Processes; Reading Materials; Reading Tests; Multiple Choice Tests; Instructional Effectiveness; Teaching Methods; Language Teachers; Teacher Education Programs; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Abberufung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Leseprozess; Lesetest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Ausland
Abstract	This quasi-experimental study examined the effects of different glossing conditions on English as a foreign language (EFL) learners' vocabulary recall. To this end, five glossing conditions were adopted (i.e., inference-gloss-gloss, gloss-retrieval-gloss, inference-gloss-retrieval-gloss, gloss-retrieval-gloss-retrieval, and full glossing). The participants were 140 MA students of Teaching English as a Foreign Language (TEFL). They were randomly assigned to one glossing condition to read an English reading passage. Five target words were glossed in different glossing conditions within a reading passage. To ensure the participants' attention focused on the reading material, the participants were told that a multiple-choice reading comprehension test would be administrated. Afterward, two vocabulary tests (i.e., form recall and meaning recall) were conducted. The results of one-way MANOVAs and the post hoc Scheffé tests revealed that the full glossing condition group did significantly better than other glossing groups in vocabulary form recall, whereas the gloss-retrieval-gloss-retrieval condition group outperformed other four groups in vocabulary meaning recall. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01