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The Effects of Reading Bilingual Books on Vocabulary Learning

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Title: The Effects of Reading Bilingual Books on Vocabulary Learning
Language: English
Authors: Zhang, Zhiying, Webb, Stuart
Source: Reading in a Foreign Language. Apr 2019 31(1):109-139.
Availability: Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Peer Reviewed: Y
Page Count: 31
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Bilingualism, Books, Reading Materials, Vocabulary Development, English (Second Language), Second Language Learning, Language of Instruction, Teaching Methods, Program Effectiveness, Foreign Countries, Mandarin Chinese, Vocational Education, Late Adolescents
Geographic Terms: China
ISSN: 1539-0578
Abstract: This study investigated the effects of reading bilingual books on vocabulary learning. Eighty-two Chinese English as a foreign language (EFL) learners read different versions of the same text: English-only text, English text with target words glossed, English text followed by the Chinese text, and Chinese text followed by the English text. A pretest, immediate posttest, and delayed posttest were used to measure incidental vocabulary learning. The findings showed that (a) all four groups made significant gains in lexical knowledge, (b) those who read glossed text and bilingual text had significantly durable knowledge gain, (c) the participants who read glossed text or read the English version of the text before the Chinese version had significantly higher scores text in the immediate posttest than the participants who read the English-only text, and (d) the participants who read bilingual texts had significantly higher scores on the delayed posttest than those who read the English-only text.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1212816
Database: ERIC
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  Data: The Effects of Reading Bilingual Books on Vocabulary Learning
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Zhiying%22">Zhang, Zhiying</searchLink><br /><searchLink fieldCode="AR" term="%22Webb%2C+Stuart%22">Webb, Stuart</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+in+a+Foreign+Language%22"><i>Reading in a Foreign Language</i></searchLink>. Apr 2019 31(1):109-139.
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  Data: Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
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  Data: 31
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  Data: <searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Late+Adolescents%22">Late Adolescents</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 1539-0578
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  Label: Abstract
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  Data: This study investigated the effects of reading bilingual books on vocabulary learning. Eighty-two Chinese English as a foreign language (EFL) learners read different versions of the same text: English-only text, English text with target words glossed, English text followed by the Chinese text, and Chinese text followed by the English text. A pretest, immediate posttest, and delayed posttest were used to measure incidental vocabulary learning. The findings showed that (a) all four groups made significant gains in lexical knowledge, (b) those who read glossed text and bilingual text had significantly durable knowledge gain, (c) the participants who read glossed text or read the English version of the text before the Chinese version had significantly higher scores text in the immediate posttest than the participants who read the English-only text, and (d) the participants who read bilingual texts had significantly higher scores on the delayed posttest than those who read the English-only text.
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      – Text: English
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        PageCount: 31
        StartPage: 109
    Subjects:
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Books
        Type: general
      – SubjectFull: Reading Materials
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Language of Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mandarin Chinese
        Type: general
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: Late Adolescents
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      – SubjectFull: China
        Type: general
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      – TitleFull: The Effects of Reading Bilingual Books on Vocabulary Learning
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              Y: 2019
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