Impact of Chinese and English Glosses on EFL Reading Comprehension

• Main Authors: Lai, Jui-Fen, 賴瑞芬
• Other Authors: Yau, Jia-Ling Charlene
• Format: Others
• Language: en_US
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/67228508990623673314

碩士 === 靜宜大學 === 英國語文學系 === 99 === This study aims to explore the impact of Chinese (L1) and English (L2) glosses on Taiwanese students’ reading comprehension. Another aspect of concern is whether proficiency level of students will influence the impact of glossary. The participants of the study were 138 12th grade students in a senior high school situated in southern Taiwan. Learners were randomly assigned to either a Chinese or an English glossary group. Data include a multiple-choice reading comprehension test with three versions (Chinese glossary, English glossary and no glossary). Students’ responses to the pre-test (no glossary condition) and post-test (glossed condition) were analyzed quantitatively. The findings are summarized as follows: (1) The Chinese glossary can help EFL learners to enhance their reading comprehension. (2) The English glossary cannot enhance the reading performance of learners. (3) There was a significant difference between low- and high- proficiency learners in Chinese glossary group. In contrast, none of the three proficiency levels participants benefited in the English glosses condition. This study concludes that Chinese glossary is more helpful than English glossary for EFL learners’ reading comprehension. It is speculated that the deficiency in English vocabulary knowledge may lead to heavy cognitive load and little use of English glossary. When using glossary, instructors should take learners’ English proficiency level into consideration. For those at or below average proficiency, using of Chinese glossary might be more helpful.