PL EN


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2014 | 2 | 10--19
Tytuł artykułu

Vocabulary Glossing : a Comparison between L1 Gloss and L2 Gloss in EFL Context

Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
This paper describes a study exploring the effect of vocabulary glossing, L1 gloss, L2 gloss and no gloss, on L2 vocabulary learning. A total of 60 intermediate Iranian students participated in this study. They were divided into three groups: Group one in which students read a text that its new vocabularies were glossed in L1 (Persian); Group two in which new vocabularies were glossed in L2 (English) and group three with No gloss provided. Each group was going to take a vocabulary test at the end of the study based on the provided vocabulary glosses during the study. For the purpose of this research a pretest posttest design was run. The comparison between the three groups pinpointed that No glossed condition had significant difference with L1 and L2 glossing, but there was no significant difference between L1 and L2 vocabulary glossing even though the mean score in L1 glossing condition had improved more than L2 glossing condition in the posttest. It was also revealed that EFL students had positive attitude toward L1 vocabulary glossing. (original abstract)
Rocznik
Tom
2
Strony
10--19
Opis fizyczny
Twórcy
  • Islamic Azad University, Ghorveh, Iran
  • Islamic Azad University, Ghorveh, Iran
Bibliografia
  • [1] Aebersold J. A., Field M. L. (1997). From reader to reading teacher. New York, NY Cambridge University Press.
  • [2] Alcón E., International Review of Applied Linguistics 36 (1998) 343-362. doi:10.1515/iral.1998.36.4.343
  • [3] Barcroft J., Applied Language Learning 13(2) (2003) 47-73.
  • [4] Bowles M. A., Hispania 87 (2004) 541-552. doi:10.2307/20063060
  • [5] Day R., Omura C., Hiramatsu M., Reading in a Foreign Language 7 (1991) 541-551.
  • [6] Huckin T., Coady J., Studies in Second Language Acquisition 21 (1991) 181-193. doi:10.1017/S0272263199002028
  • [7] Hudson T. (2007). Teaching second language reading. New York, NY: Oxford University Press.
  • [8] Laufer B., Hulstijn J., Applied Linguistics 22 (2001) 1-26. doi:10.1093/applin/22.1.1
  • [9] Nagata N., Foreign Language Annals 32 (1999) 469-479. doi:10.1111/j.1944-9720.1999.tb00876.x
  • [10] Rott S., Williams J., Cameron R., Language Teaching Research 6 (2002) 183-222. doi:10.1191/1362168802lr108oa
  • [11] Taylor A., Reading in a Foreign Language 18(1) (2006) 72-73.
  • [12] Thornbury S. (2002). How words are learned? In J. Harmer (Ed.), How to teach vocabulary (pp. 13-31). Harlow, England: Pearson Education.
  • [13] Wong W. (2005). Input enhancement: From theory and research to the classroom. New York, NY: McGraw-Hill.
  • [14] Yoshii M., Language Learning & Technology 10(3) (2006) 85-101.
  • [15] Monirosadat Hosseini, Mohamad Ehsan Taghizadeh, Mohamad Jafre Zainol Abedin, Elham Naseri, International Letters of Social and Humanistic Sciences 6 (2013) 1-12.
  • [16] Hussein Meihami, International Letters of Social and Humanistic Sciences 8 (2013) 8-23.
  • [17] Hussein Meihami, International Letters of Social and Humanistic Sciences 8 (2013) 24-33.
  • [18] Hussein Meihami, Bahram Meihami, Zeinab Varmaghani, International Letters of Social and Humanistic Sciences 8 (2013) 57-65.
  • [19] Hussein Meihami, Zeinab Varmaghani, International Letters of Social and Humanistic Sciences 9 (2013) 49-58.
  • [20] Hussein Meihami, Bahram Meihami, Zeinab Varmaghani, International Letters of Social and Humanistic Sciences 11 (2013) 47-56.
  • [21] Hussein Meihami, Bahram Meihami, Zeinab Varmaghani, International Letters of Social and Humanistic Sciences 11 (2013) 57-65.
  • [22] Monirosadat Hosseini, Mohamad Jafre Zainol Abidin, Hamid Kamarzarrin, Mohamad Khaledian, International Letters of Social and Humanistic Sciences 11 (2013) 66-75.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ekon-element-000171323461

Zgłoszenie zostało wysłane

Zgłoszenie zostało wysłane

Musisz być zalogowany aby pisać komentarze.
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.