The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study.
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| Title: | The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study. |
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| Authors: | Ouyang, Jinghui, Huang, Lingshan, Jiang, Jingyang |
| Source: | Journal of Research in Reading. Nov2020, Vol. 43 Issue 4, p496-515. 20p. |
| Subjects: | Vocabulary, Learning, Second language acquisition, Eye movements, Online reading programs, Vocabulary tests |
| Abstract: | Providing glosses that explain the meanings of unknown words is a common method of promoting learners' learning of new words. Numerous studies have shown that compared with no‐gloss condition, glosses benefit the learning of the meaning of new words. This study combines both online (i.e., eye‐tracking) and offline (i.e., immediate vocabulary tests) measures to investigate the influences of glosses on incidental vocabulary learning and evaluating the degree to which glossing influences reading behaviour during second language (L2) reading. The eye movements of 45 high‐intermediate adult learners of English were recorded when they read a text presented on‐screen. Two different text versions (both with 17 new words) were presented to two different groups of participants: first language (L1) textual glossed and no‐glossed. After reading, unannounced vocabulary tests were administered to gauge learners' recall and recognition of vocabulary meaning. Learners performed better in meaning recall and meaning recognition tests under L1‐glossed condition. Eye‐tracking measures of the target words were significantly different in two conditions. Eye‐tracking measures of new words and their glosses in L1‐glossed condition were significantly correlated with learners' scores of vocabulary tests. L1 glosses promote the learning of the meaning of new words in an incidental condition. The attention allocated to the new words is different in L1‐glossed and no‐glossed conditions. More importantly, there is a relationship between the online reading behaviour and the vocabulary test performance in gloss condition. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 146297484 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ouyang%2C+Jinghui%22">Ouyang, Jinghui</searchLink><br /><searchLink fieldCode="AR" term="%22Huang%2C+Lingshan%22">Huang, Lingshan</searchLink><br /><searchLink fieldCode="AR" term="%22Jiang%2C+Jingyang%22">Jiang, Jingyang</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Nov2020, Vol. 43 Issue 4, p496-515. 20p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+movements%22">Eye movements</searchLink><br /><searchLink fieldCode="DE" term="%22Online+reading+programs%22">Online reading programs</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+tests%22">Vocabulary tests</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Providing glosses that explain the meanings of unknown words is a common method of promoting learners' learning of new words. Numerous studies have shown that compared with no‐gloss condition, glosses benefit the learning of the meaning of new words. This study combines both online (i.e., eye‐tracking) and offline (i.e., immediate vocabulary tests) measures to investigate the influences of glosses on incidental vocabulary learning and evaluating the degree to which glossing influences reading behaviour during second language (L2) reading. The eye movements of 45 high‐intermediate adult learners of English were recorded when they read a text presented on‐screen. Two different text versions (both with 17 new words) were presented to two different groups of participants: first language (L1) textual glossed and no‐glossed. After reading, unannounced vocabulary tests were administered to gauge learners' recall and recognition of vocabulary meaning. Learners performed better in meaning recall and meaning recognition tests under L1‐glossed condition. Eye‐tracking measures of the target words were significantly different in two conditions. Eye‐tracking measures of new words and their glosses in L1‐glossed condition were significantly correlated with learners' scores of vocabulary tests. L1 glosses promote the learning of the meaning of new words in an incidental condition. The attention allocated to the new words is different in L1‐glossed and no‐glossed conditions. More importantly, there is a relationship between the online reading behaviour and the vocabulary test performance in gloss condition. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1467-9817.12326 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 496 Subjects: – SubjectFull: Vocabulary Type: general – SubjectFull: Learning Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Eye movements Type: general – SubjectFull: Online reading programs Type: general – SubjectFull: Vocabulary tests Type: general Titles: – TitleFull: The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ouyang, Jinghui – PersonEntity: Name: NameFull: Huang, Lingshan – PersonEntity: Name: NameFull: Jiang, Jingyang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 01410423 Numbering: – Type: volume Value: 43 – Type: issue Value: 4 Titles: – TitleFull: Journal of Research in Reading Type: main |
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