چکیده:
To investigate the effects of different glossing conventions on vocabulary recognition and recall، 158 participants were given a pre-test to make sure that they did not have any prior knowledge of the target words. Reading passages with four different glossing conventions (interlinear، marginal، pre-text، and post-text) were given to eight groups. Four groups received interlingual glosses and four groups were given intralingual glosses. Receptive and productive post-tests were administered to measure vocabulary recognition and recall. The collected data were analyzed using two one-way ANOVA procedures. The results showed that there were no significant differences among the effects of different types of intralingual glosses on vocabulary recognition and recall. As to the affect of the interlingual glosses on vocabulary recognition، the posttext group performed significantly worse than both the pretext and the marginal groups. Moreover، the interlinear gloss was shown to be more effective than the post-text gloss in vocabulary recall.
خلاصه ماشینی:
com Abstract To investigate the effects of different glossing conventions on vocabulary recognition and recall, 158 participants were given a pre-test to make sure that they did not have any prior knowledge of the target words.
Reading passages with four different glossing conventions (interlinear, marginal, pre-text, and post-text) were given to eight groups.
The results showed that there were no significant differences among the effects of different types of intralingual glosses on vocabulary recognition and recall.
Glossing, as an easy and fast access to vocabulary, is believed to provide word meanings more suitable to the context of what the learner is currently reading (Alessi & Dwyer, 2008).
Lin and Huang (2008) compared the effect of meaning-inferred and meaning-given glosses on learners' incidental vocabulary learning.
Yanguas (2009) studied the effects of different types of textual, pictorial, and textual-pictorial glosses on text comprehension and vocabulary learning.
The results showed that although on all vocabulary recall tests, the participants in the three gloss provisions were more successful than the no-gloss group, there was no significant effect on reading comprehension.
The means of the groups on vocabulary recall test / In order to see whether or not the observed differences among the means are statistically significant, the one-way ANOVA procedure was used, the results of which are presented in Table 11.
One possible reason why no significant difference was found among the effects of various intralingual glossing conventions on vocabulary recall is that, by their very nature, glosses are made use of when reading, hence improving one's comprehension not production.