Incidental L2 Lexical Acquisition in Reading: The Role of L2-Gloss Frequency and Learner Proficiency

Autor/inn/en	Zhao, Ting; Ren, Juan
Titel	Incidental L2 Lexical Acquisition in Reading: The Role of L2-Gloss Frequency and Learner Proficiency
Quelle	In: Language Learning Journal, 47 (2019) 5, S.608-624 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2017.1349168
Schlagwörter	Incidental Learning; Second Language Learning; Second Language Instruction; Recall (Psychology); Teaching Methods; Language Proficiency; Reading Comprehension; Pretests Posttests; Student Attitudes; Foreign Countries; Reading Processes; Instructional Materials; Comparative Analysis; Vocabulary Development; Word Frequency; Computational Linguistics; Bilingualism; English (Second Language); Undergraduate Students; Mandarin Chinese; Native Language; Preferences; Language Tests; China; International English Language Testing System + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; Abberufung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Leseverstehen; Schülerverhalten; Ausland; Leseprozess; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Wortschatzarbeit; Word analysis; Frequency; Wortanalyse; Häufigkeit; Linguistics; Computerlinguistik; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Language tests; Englisch
Abstract	The present study aims to investigate the effects of gloss use, L2-gloss frequency and learner proficiency on incidental L2 lexical acquisition. A total of 163 university students in China were assigned to one of the three reading conditions: no gloss (NG), higher frequency L2 gloss (HFLG) and lower frequency L2 gloss (LFLG). The participants read a text for the purpose of comprehension, and then completed immediate and delayed post-tests for recall and recognition. We then surveyed the participants' views on gloss use and L2-gloss types. The results showed that the glossed groups significantly outperformed the NG group in immediate recall and recognition. The gloss advantage, however, was absent in delayed recall but retained in delayed recognition. The gloss-frequency effect was not observed with higher proficiency participants, but among lower proficiency participants, HFLG was superior to LFLG on immediate recall. The questionnaire results revealed that learners favoured HFLG for the ease of encoding and comprehending. Based on these findings, pedagogical implications are advanced for supporting incidental L2 lexical acquisition within formal educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01