Glossing Practices and Their Impacts on Second Language Vocabulary Learning among Iranian Pre-University Students

Isa Qurbanzada¹ Nemat Qurbanzada²

1) Urmia University, PhD. Student, Iran.
2) Ministry of Education, Meshgin Shahr, Iran.

Publication : 2nd International Conference of Modern Approach in Humanities(2mahconf.com)
Abstract :
This study investigates the impact of three types of glossing on L2 vocabulary learning. A total of 90 pre-university students in Ardebil, Iran were divided into three groups receiving no gloss, L1 gloss, and L2 gloss on a reading comprehension passage. Later, all the groups were asked to read a predetermined passage prior to taking a reading comprehension test. An immediate test with multiple choice vocabulary items was answered right after covering the passage. Finally, a 4-week delayed test was administered to the same participants to gauge their retention in the long run. Furthermore, all of the participants in three groups were asked to express their feelings and attitudes on the learnability of the given passage accompanied by different glossing patterns. The results of the immediate and delayed tests revealed striking differences between groups exposed to no gloss and glossed passages. Moreover, regarding glossing options, L2 glosses were preferred most by the participants mainly due to the assessment system in Iranian public education system.
Keywords : glossed multiple choice predetermined vocabulary