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L1 Audio and Textual Glosses for Inc...

Severin, Rebecca.

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L1 Audio and Textual Glosses for Incidental Vocabulary Learning Through Reading.

Record Type:	Electronic resources : Monograph/item
Title/Author:	L1 Audio and Textual Glosses for Incidental Vocabulary Learning Through Reading./
Author:	Severin, Rebecca.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	52 p.
Notes:	Source: Masters Abstracts International, Volume: 81-05.
Contained By:	Masters Abstracts International81-05.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22585225
ISBN:	9781088354933

L1 Audio and Textual Glosses for Incidental Vocabulary Learning Through Reading.
Severin, Rebecca.

L1 Audio and Textual Glosses for Incidental Vocabulary Learning Through Reading. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 52 p.

Source: Masters Abstracts International, Volume: 81-05.

Thesis (M.A.)--Iowa State University, 2019.

This item must not be sold to any third party vendors.

Reading is often an important source of input for language learners, but learning vocabulary through reading can be a slow process. Glossing has the potential to increase the speed and accuracy with which learners incorporate new words into their vocabulary by providing context-specific information about target words. Although there are many studies on glossing, few studies have examined the usefulness of audio versus textual glosses as aids in acquiring vocabulary while reading foreign language texts. This study sought to understand the effect of gloss condition (audio-gloss, textual-gloss, no-gloss) on incidental vocabulary acquisition while reading for language learning purposes. A total of 11 undergraduate participants read a text in Spanish in either the unglossed (control), text-gloss, or audio-gloss condition. They completed both a vocabulary pre-test and post-test consisting of a modified version of the Vocabulary Knowledge Scale (VKS) to measure vocabulary growth through reading. Results showed that all participants were able to acquire target vocabulary through reading. The higher means of the audio and text-gloss groups, though not statistically significant, suggest that a future study with a larger sample size, may provide more insight about the relative advantage of audio versus textual glosses for vocabulary learning through reading in a foreign language.

ISBN: 9781088354933Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

audio gloss

L1 Audio and Textual Glosses for Incidental Vocabulary Learning Through Reading.
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035 $a (MiAaPQ)AAI22585225
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100 1 $a Severin, Rebecca. $3 3550896
245 1 0 $a L1 Audio and Textual Glosses for Incidental Vocabulary Learning Through Reading.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 52 p.
500 $a Source: Masters Abstracts International, Volume: 81-05.
500 $a Advisor: Ranalli, James;Levis, John.
502 $a Thesis (M.A.)--Iowa State University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Reading is often an important source of input for language learners, but learning vocabulary through reading can be a slow process. Glossing has the potential to increase the speed and accuracy with which learners incorporate new words into their vocabulary by providing context-specific information about target words. Although there are many studies on glossing, few studies have examined the usefulness of audio versus textual glosses as aids in acquiring vocabulary while reading foreign language texts. This study sought to understand the effect of gloss condition (audio-gloss, textual-gloss, no-gloss) on incidental vocabulary acquisition while reading for language learning purposes. A total of 11 undergraduate participants read a text in Spanish in either the unglossed (control), text-gloss, or audio-gloss condition. They completed both a vocabulary pre-test and post-test consisting of a modified version of the Vocabulary Knowledge Scale (VKS) to measure vocabulary growth through reading. Results showed that all participants were able to acquire target vocabulary through reading. The higher means of the audio and text-gloss groups, though not statistically significant, suggest that a future study with a larger sample size, may provide more insight about the relative advantage of audio versus textual glosses for vocabulary learning through reading in a foreign language.
590 $a School code: 0097.
650 4 $a Linguistics. $3 524476
650 4 $a Foreign language learning. $3 3436780
653 $a audio gloss
653 $a glosses
653 $a incidental
653 $a reading
653 $a text gloss
653 $a vocabulary
690 $a 0290
690 $a 0444
710 2 $a Iowa State University. $b English. $3 1020984
773 0 $t Masters Abstracts International $g 81-05.
790 $a 0097
791 $a M.A.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22585225