L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning

By Makoto Yoshii. Language Learning & Technology, 2006

360 citations recorded by the source corpus.

This study examined the effectiveness of L1 and L2 glosses on incidental vocabulary learning in a multimedia environment. The investigation included the effects of additional pictorial cues in L1 and L2 glosses, and how these additions affect vocabulary learning. The analyses of a mixed design repeated measures 2 (L1, L2) X 2 (picture, no picture) X 2 (immediate test, delayed test) analysis of variance (ANOVA) indicated no significant differences between L1 and L2 glosses for definition-supply and recognition tasks and showed significant differences between picture (text-plus-picture) and no-picture (textonly) glosses for definition-supply test only. The results also revealed significant interaction effects between languages and tests indicating that L1 and L2 groups showed different patterns of vocabulary retention over time. Findings suggest that both L1 and L2 glosses are effective for incidental vocabulary learning, but long-term retention may differ between the two types; and that the effect of additional visual cues on vocabulary learning may rely on the nature of the tasks given.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9656206c6d5c12e7ff017bd0584fd5aa5707c5f5

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In Developmental and Educational Psychology

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Citations in the corpus

Learning L2 German vocabulary through reading: the effect of three enhancement techniques compared (2009, background): “Previous research has shown that the provision of an online dictionary can facilitate word retention (Chun & Plass, 1996; De Ridder, 2002; Knight, 1994; Laufer & Hill, 2000; Peters, 2007b; Yoshii, 2006).”
Review article: Instructed second language vocabulary learning (2008, background): “Research indicates that it does not matter much whether the gloss is an L2 description or an L1 translation, as long as the learner can understand the meaning (Jacobs, Dufon, & Fong, 1994; Yoshii, 2006), which suggests that there is no reason not to use L1 glosses with less-proficient learners.”
Translation and short-term L2 vocabulary retention: Hindrance or help? (2010, neutral): “…have investigated techniques such as: • the learning of word lists (e.g. Carter, 1987), exposure to word glosses (e.g. Jacobs, Dufon, & Cheng, 1994; Yoshii, 2006; Webb, 2007); the keyword mnemonic technique (e.g. Pressley, Levin, & McDaniel, 1987; Wang, Thomas, & Ouellette, 1992; Sagarra & Alba,…”
Does pictorial elucidation foster recollection of idioms? (2009, background): “A study by Yoshii (2006) on the effectiveness of different kinds of glosses also showed beneficial effects of pictures with regard to learners’ retention of the meaning of words, but not with regard to their (re-)productive knowledge of them.”
Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review (2015, background): “Such results advocate for the positive use of multimodal strategies, such as multiple types of glosses (Yoshii, 2006) and even video captioning (Montero, Peters, Clarebout, & Desmet, 2014) in CALL settings for vocabulary learning.”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “…effects of word exposure frequency (Rott, 2007; Waring and Takaki, 2003; Zahar et al., 2001), word enhancement (Han et al., 2008; Watanabe, 1997; Yoshi, 2006) and active translation of new words (Hummel, 2010), as well as the effects of learners’ relative elaboration of word processing…”
Computer-Assisted Language Learning: Conclusion (2012, neutral): “Vocabulary has been one of the most commonly taught language areas through technology in recent years (e.g. Dodigovic, 2005; Yoshii, 2003; Yoshii & Flaitz, 2002), and the range of technologies used is broad, including courseware (both commercial and self-developed), online activities (such as Hot…”