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Three Approaches to Glossing and Their Effects on Vocabualry Learning

Presenter: Ginny Tang Instructor: Dr. Teresa HsuDate: April 13, 2015

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Citation

Huang, L. L., & Lin, C. C. (2014). Three approaches to glossing and their effects on vocabulary learning. System, 44(1), 127-136.

Contents

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• Discussion• Conclusion • Reflection

• Introduction• Literature Review• Methodology• Results

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Introduction

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Background

Purpose of the Study

Research Questions

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Background

It seems clear that glossing can increase the possibility of learning correct word meaning in context.

First glossing words and then retrieving their meanings was not significantly more effective than only glossing words. (Rott,2007)

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Purpose of Study

To investigate the effect of combining glossing with inferring or meaning retrieval on vocabulary learning

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Research Questions

1. Do glossing preceded by inference, glossing followed by retrieval and full glossing interventions affect vocabulary learning differently?

2. Does response accuracy of inference and retrieval predict vocabulary learning differently?

Literature Review

Gloss :provide an interlinear translation of a word or phrase

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Literature Review

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Using glosses provides support in unhelpful contexts, but it might deprive the reader of an opportunity of infer, thus reducing the amount of processing. (Watanabe, 1997)

When learners retrieve and encoded meaning in their mental lexicon , this may foster meaning retention.

(Rott, 2007)

Literature Review

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Methodology

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The total was 124. Six of them didn’t finish the delayed posttest.

Participants118 university students

88 females

30 males

High-intermediate level

Rang from 75.45 to 78.51

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Methodology

Target words

Target words

• Target words included eight • low-frequency nouns, 7-11

letters long.

Material• 3 online articles• 2 articles from CNN Interactive

English Magazine

Methodology

InstrumentsVocabulary

pretest

Vocabulary posttest

• A checklist to check every word whether knowing the word• Provide its Chinese translation • Immediate and delayed• Form , meaning and recognition recall tests.

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Check List

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Vocabulary Pretest

Computer reading

instructions

Reading comprehension

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Procedures

Comprehension Test

Immediate posttests

Delayed posttest

A session: 30 minutes

1. Form recall test2. Meaning recall test 3. Meaning cognition test

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Reading Comprehension

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Results

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Gloss-retrieval-gloss condition

may be superior than the other two

conditions.

The mean test score after

correct responses were

higher.

Effects of the intervention

Gloss-retrieval-gloss group yielded the most vocabulary learning and retention.

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FR: Form Recall MR: Meaning Recall REC: Meaning recognition

In gloss-retrieval-gloss condition, a significant difference was only observed for the IM form recall test.

In inference-gloss-gloss condition, it played a significant role in delayed form recall and IM meaning recall performance.

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Discussion Full glossing

• Generated the least vocabulary learning

Gloss- retrieval-gloss

• Had the best results of form and meaning learning• Helped to retain the meaning learning more effectively

Inference- gloss- gloss• Requires learners to draw on wider knowledge sources to derive meanings that

• Tend to be vague and error-prone

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1. The findings support the advantages of correct form-meaning establishment.

2. Not only to emphasize the meaning given method

3. Meaning assistance is crucial to the initial form-meaning connection and retrieval verification

Conclusion

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Reflection

To learn efficiently depends on a learner’s learning model.

The better way is to put into practice what has been learned.

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Thank you!Thank you!

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You have to believe in yourself . That's the secret of success.

(Charles Chaplin , American actor )

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