Effects of Glosses and Glossary on Vocabulary Gain and Reading Comprehension

• Main Authors: Hsiu-Ling Chou, 周秀齡
• Other Authors: Chuan-Hsiu Hung
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/02466664899485044721

碩士 === 國立雲林科技大學 === 應用外語系 === 102 === ABSTRACT This study aimed to investigate quantitatively whether provision of glosses in reading texts could lead to EFL six-graders’ improved incidental vocabulary gains and reading comprehension in comparison to provision of glossary. In addition, the study explored EFL six-graders’ perceptions of provision of textual glosses and glossary qualitatively through four semi-structured group interviews with 25 volunteers. The participants were 120 Taiwanese six-graders at a public elementary school. The participants were randomly assigned to read texts provided with glosses and glossary. Data were collected through vocabulary translation pretest and posttest, reading comprehension pretest and posttest, and four semi-structured group interviews. Results of the study revealed that students provided with glosses had higher gain scores in vocabulary acquisition than those provided with glossary; however, only bolded in-text glosses significantly improved students’ vocabulary learning. In respect to reading comprehension, students provided with glosses also had higher gain scores in reading test; however, there were no statistical differences in students’ gain scores between students provided with glosses and glossary. Interview findings showed that 96% of the interviewees preferred to read text with glosses. Students’ preference for glosses is consistent with their performances. That is, students provided with glosses gained higher scores in both vocabulary translation test and reading comprehension test in comparison to glossary group. Therefore, the researcher recommends that in addition to glossary, glosses should be provided in elementary school textbooks for student reference. In addition, glossed English words should be highlighted with text enhancement techniques such as bolding or coloring to draw students’ attention to target words so that students may have more opportunities to learn words incidentally. Key words: glosses, glossary, incidental vocabulary acquisition, reading comprehension