Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère
This study investigated the effects of visible and invisible links for annotated words in a computer module for learning French on the vocabulary acquisition and reading comprehension of two types of students – high – and average-achievers. Two hundred and sixty four second-semester students of Fren...
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Université Marc Bloch
2004-12-01
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Series: | ALSIC : Apprentissage des Langues et Systèmes d'Information et de Communication |
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Online Access: | http://journals.openedition.org/alsic/2267 |
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doaj-4ec2f9c8f3fc455581d5d9ef46ad35ea2020-11-25T02:42:27ZfraUniversité Marc BlochALSIC : Apprentissage des Langues et Systèmes d'Information et de Communication1286-49862004-12-01710.4000/alsic.2267Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangèreOfelia R. NikolovaThis study investigated the effects of visible and invisible links for annotated words in a computer module for learning French on the vocabulary acquisition and reading comprehension of two types of students – high – and average-achievers. Two hundred and sixty four second-semester students of French were identified as high- or average-achievers. Each type of students was then randomly assigned to two groups – with visible or invisible hyperlinks. All students were instructed to read a short passage in French (181 words) for general comprehension and allowed to consult the annotated words (made visible by bold face for the visible links group) as much as they needed. The students took a vocabulary pretest and an immediate and delayed (two weeks) vocabulary and reading comprehension posttest. The results of the study showed that average- achievers benefited more from the visible links for vocabulary acquisition and reading comprehension than high-achievers. The results are discussed in light of second language acquisition and gifted-student theories and suggestions for future research are made.http://journals.openedition.org/alsic/2267annotationsCALLglosseshigh foreign language achieversL2 reading comprehensionL2 vocabulary acquisition |
collection |
DOAJ |
language |
fra |
format |
Article |
sources |
DOAJ |
author |
Ofelia R. Nikolova |
spellingShingle |
Ofelia R. Nikolova Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère ALSIC : Apprentissage des Langues et Systèmes d'Information et de Communication annotations CALL glosses high foreign language achievers L2 reading comprehension L2 vocabulary acquisition |
author_facet |
Ofelia R. Nikolova |
author_sort |
Ofelia R. Nikolova |
title |
Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère |
title_short |
Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère |
title_full |
Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère |
title_fullStr |
Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère |
title_full_unstemmed |
Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère |
title_sort |
les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère |
publisher |
Université Marc Bloch |
series |
ALSIC : Apprentissage des Langues et Systèmes d'Information et de Communication |
issn |
1286-4986 |
publishDate |
2004-12-01 |
description |
This study investigated the effects of visible and invisible links for annotated words in a computer module for learning French on the vocabulary acquisition and reading comprehension of two types of students – high – and average-achievers. Two hundred and sixty four second-semester students of French were identified as high- or average-achievers. Each type of students was then randomly assigned to two groups – with visible or invisible hyperlinks. All students were instructed to read a short passage in French (181 words) for general comprehension and allowed to consult the annotated words (made visible by bold face for the visible links group) as much as they needed. The students took a vocabulary pretest and an immediate and delayed (two weeks) vocabulary and reading comprehension posttest. The results of the study showed that average- achievers benefited more from the visible links for vocabulary acquisition and reading comprehension than high-achievers. The results are discussed in light of second language acquisition and gifted-student theories and suggestions for future research are made. |
topic |
annotations CALL glosses high foreign language achievers L2 reading comprehension L2 vocabulary acquisition |
url |
http://journals.openedition.org/alsic/2267 |
work_keys_str_mv |
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