Multimodal Glosses Enhance Learning of Arabic Vocabulary

Autor/inn/en	Al Bukhari, Juman; Dewey, John A.
Titel	Multimodal Glosses Enhance Learning of Arabic Vocabulary
Quelle	In: Language Learning & Technology, 27 (2023) 1, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Vocabulary Development; Arabic; Recall (Psychology); Visual Stimuli; Printed Materials; Pictorial Stimuli; Memory; Morphology (Languages); Undergraduate Students; Knowledge Level + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Wortschatzarbeit; Arabisch; Abberufung; Fantasieanregung; Gedächtnis; Morphology; Morphologie; Wissensbasis
Abstract	In second language acquisition, a popular method of introducing new vocabulary is by embedding the words in a natural text. Supplementary information (e.g., definitions, illustrations, synonyms, etc.), or glosses, can be included in the margins of the texts to highlight and improve retention of the new words. Previous studies suggest multimodal glosses facilitate learning, although the question of which glosses are most effective remains an active research topic. In the present study, we focused on a sample of university students studying Arabic as a second language. In two experiments, we found that (a) recognition and recall of target vocabulary words were superior when target words were accompanied by a combination of text and picture glosses compared to text-only or picture-only; and (b) including information about the Arabic root word from which the target word was derived in the glosses provided an additional memory benefit. Overall, this study adds further support for glosses as a teaching tool by generalizing to the case of Arabic. Our results also show how glosses that highlight root information can be useful for improving recognition and recall of Arabic vocabulary specifically. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01