Effects of Glosses and Reviewing of Glossed Words on L2 Vocabulary Learning through Reading
Makoto Yoshii
Prefectural University of Kumamoto
doi: http://dx.doi.org/10.7820/vli.v03.2.yoshii
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Abstract
This study is an attempt to integrate incidental and intentional
vocabulary learning in a reading activity without sacrificing the enjoyment
of reading. The paper reports on a study which examined the
effectiveness of a reading program on the web. The program contained
glosses in a text and a reviewing component at the end of reading. The
learners read the text for comprehension purposes on computers and were
able to look up certain words by clicking on them. At the end of the
reading the learners were also able to review the words they had looked
up during the reading. This study examines how well learners can pick up
words through this reading program. This study also examines the
effectiveness of a reviewing activity by comparing the words reviewed and
the words not reviewed. The study investigates if there are any differences
in immediate and medium-term effects for vocabulary learning. Data
from a pretest one week prior to the experiment, an immediate test right
after the reading, and a delayed test were used for the analysis. Lookup
behaviors of glosses and reviewing behaviors were also taken into account
for analyzing the data.

Citation
Yoshii, M. (2014). Effects of glosses and reviewing of glossed words on L2 vocabulary learning through reading. Vocabulary Learning and Instruction, 3 (2), 19-30. doi: 10.7820/vli.v03.2.yoshii