L1 Textual Glosses and Word Repetition: Facilitative Interventions for Incidental Vocabulary Acquisition

Autor/in	AlRamadhan, Mohammad Hassan
Titel	L1 Textual Glosses and Word Repetition: Facilitative Interventions for Incidental Vocabulary Acquisition
Quelle	In: International Journal of Instruction, 13 (2020) 4, S.815-832 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Native Language; Second Language Learning; Second Language Instruction; Comparative Analysis; Incidental Learning; Intervention; Vocabulary Development; Reading Processes; Word Frequency; Reading Materials; Semitic Languages; Reading Comprehension; English (Second Language); Grade 3; Elementary School Students; Language Tests; Pretests Posttests; Scores; Teaching Methods; Reading Instruction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Inzidentelles Lernen; Wortschatzarbeit; Leseprozess; Word analysis; Frequency; Wortanalyse; Häufigkeit; Arabisch; Hebräisch; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; School year 03; 3. Schuljahr; Schuljahr 03; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	In the field of second language acquisition (SLA), a large base of research has shown the great influence of L2 reading on L2 vocabulary acquisition. Nevertheless, researchers have also found that acquiring new vocabulary happens rather gradually and in small amounts. Without altering the incidental nature of vocabulary acquisition through reading, this study aims at providing facilitative reading interventions in the form of L1 textual glosses and word frequency of occurrence (word repetition) to promote vocabulary growth. A total of 146 intermediate-level students from a local school were divided into two main groups: treatment and control groups. The treatment group was split into three sub-groups; a gloss (G) group which received only L1 (Arabic) textual glosses, a repetition (R) group which received only repetitions of the target words, and a gloss/repetition (G+R) group which received both L1 textual glosses and repetitions of the target words. The control group received typical instruction. For assessment purposes, I used a set of 10 tests of binary distinctions, receptive and productive measures to measure vocabulary growth. The results indicated that students in the G, R, and G+R group outperformed their counterparts in the control group. Moreover, it appeared that glossing alone was more effective than word repetition alone and that both glossing and repetition together were more efficient than glossing alone. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01