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A Study on How Different Glosses Affect L2 Idiom Acquisition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Study on How Different Glosses Affect L2 Idiom Acquisition./
作者:	Luo, Liting.
面頁冊數:	1 online resource (144 pages)
附註:	Source: Masters Abstracts International, Volume: 84-05.
Contained By:	Masters Abstracts International84-05.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29440117click for full text (PQDT)
ISBN:	9798352968987

A Study on How Different Glosses Affect L2 Idiom Acquisition.
Luo, Liting.

A Study on How Different Glosses Affect L2 Idiom Acquisition. - 1 online resource (144 pages)

Source: Masters Abstracts International, Volume: 84-05.

Thesis (M.A.)--The University of Western Ontario (Canada), 2022.

Includes bibliographical references

Adding glosses to a reading text is expected to be helpful for second (L2) language learners, especially when inferring the meaning of words or expressions is challenging. This project examines the use of glosses to foster comprehension and retention of L2 idioms (e.g., go against the grain and stick to your guns). More specifically, it compares the benefits of different types of information in glosses: simply clarifying the idiomatic meaning, clarifying the literal meaning from which the idiomatic meaning is derived, or clarifying both.The participants were 37 Chinese ESL learners who read texts with one of the three types of glosses, and then sat immediate and one-week delayed post-tests. Fifteen of them also participated in a stimulated recall interview with the researcher. The post-tests showed no significant difference in the overall effectiveness of the three gloss types for idiom learning. The interview data, however, revealed substantial variation in the ways participants approached the glossed texts, regardless of the reading condition they had been assigned to. The interview data also suggested that the effectiveness of providing information about the literal underpinning of an idiom depends on how easy it is for the individual learner to appreciate the connection between this literal use and the idiomatic meaning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352968987Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

A Study on How Different Glosses Affect L2 Idiom Acquisition.
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504 $a Includes bibliographical references
520 $a Adding glosses to a reading text is expected to be helpful for second (L2) language learners, especially when inferring the meaning of words or expressions is challenging. This project examines the use of glosses to foster comprehension and retention of L2 idioms (e.g., go against the grain and stick to your guns). More specifically, it compares the benefits of different types of information in glosses: simply clarifying the idiomatic meaning, clarifying the literal meaning from which the idiomatic meaning is derived, or clarifying both.The participants were 37 Chinese ESL learners who read texts with one of the three types of glosses, and then sat immediate and one-week delayed post-tests. Fifteen of them also participated in a stimulated recall interview with the researcher. The post-tests showed no significant difference in the overall effectiveness of the three gloss types for idiom learning. The interview data, however, revealed substantial variation in the ways participants approached the glossed texts, regardless of the reading condition they had been assigned to. The interview data also suggested that the effectiveness of providing information about the literal underpinning of an idiom depends on how easy it is for the individual learner to appreciate the connection between this literal use and the idiomatic meaning.
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