چکیده:
This paper strives to examine the short term/long term retention of abstract
versus concrete vocabulary; and intends to investigate the effectiveness of
teaching abstract and concrete vocabulary incidentally through marginal
glosses presented in L1 and L2. 72 EFL learners at Imam Khomeini
International University participated in this study. Their proficiency level
was determined by a Proficiency Test. 10 participants were excluded from
the study, and the remaining 62 were mostly at upper-intermediate level.
The participants read two reading comprehension passages of
approximately the same length and difficulty and answered six
comprehension questions following each passage. In each passage, the
difficult vocabulary items were glossed marginally so that the participants
would incidentally notice them to gain a better understanding of the
passage. In one passage, marginal glosses were provided in L1 while in the
other the glosses were in L2. Then, the participants were tested for their
recall of 15 abstract and concrete words in each passage. After a two week
interval, they were requested to demonstrate their understanding of the
glossed words in the passages. The paper presents a detailed analysis of
the results and concludes with findings and implications.
خلاصه ماشینی:
On the Incidental Learning of Abstract and Concrete Vocabulary Items in L1 Gloss and L2 Gloss <H1>Puyan Taheri*</H1> Assistant Professor, Imam Khomeini International University <H1>Mahsa Hedayat Zade</H1> MA Candidate, Imam Khomeini International University Abstract This paper strives to examine the short term/long term retention of abstract versus concrete vocabulary; and intends to investigate the effectiveness of teaching abstract and concrete vocabulary incidentally through marginal glosses presented in L1 and L2.
Even though some language teachers maintain that vocabulary does not need to be actively taught, many studies support the fact that learning new words requires tremendous endeavor (Miller &amp; Gildea, 1987; Nation, 1990).
(View the image of this page)The present study aims to examine the effectiveness of learning abstract and concrete vocabulary items incidentally through marginal glosses presented in L1 and L2.
Hulstijn, Hollander, and Greidanus (1996) investigated the effectiveness of incidental vocabulary learning under one of the three conditions: marginal glosses, dictionary use, or control.
But perhaps the best evidence to support L1 influence on L2 vocabulary learning stems from psycholinguistic studies, which demonstrate that the L1 is active during L2 lexical processing in both beginning and advanced learners (Hall, 2002; Jiang, 2002; Sunderman &amp; Kroll, 2006).
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 grasp the meaning (Jacobs, Dufon, &amp; Fong, 1994; Watanabe, 1997; Yoshii, 2006).
Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words.