Effects Of Glosses On English Vocabulary Learning And Reading Comprehension Under Different Learning Conditions

The present study is devoted to the investigation on the effects of L1 and L2 gloss on vocabulary learning and reading under different learning conditions, namely, incidental learning condition and intentional learning condition. Based on constructs of Input Enhancement, Revised Hierarchical Model, and Task-general Resources (TGR) theory, three hypotheses are put forward to highlight the objectives of the study:Hypothesis 1: The provision of vocabulary gloss is facilitative to L2 reading comprehension under both learning conditions.Hypothesis 2: There is significant impact of L1 gloss on reading comprehension for the incidental group; meanwhile, treatments in other conditions (L1 intentional, L2 incidental and L2 intentional learning) demonstrate no significant difference.Hypothesis 3: Both L1 gloss and L2 gloss under intentional learning condition rather than incidental learning condition are facilitative in vocabulary learning.English learners from the same major in a college (N=157) were assigned to five different groups: (a) control group (reading for meaning, no gloss), (b) L1 incidental group (reading for meaning with L1 gloss), (c) L1 intentional group (reading for meaning with L1 gloss, plus word memorizing), (d) L2 incidental group (reading for meaning with L2 gloss), (e) L2 intentional group (reading for meaning with L2 gloss, plus word memorizing). The participants took an immediate test on words and reading comprehension, and a two-week delayed posttest measured their vocabulary retention.Results of the present study are generally confirmatory to the research hypotheses. Vocabulary gloss is found to be facilitative to reading comprehension, and L1 gloss under incidental learning condition promotes reading comprehension significantly. However, the positive effects of glosses under intentional vocabulary learning condition only maintain in the short run, while incidentally learned vocabulary persists over time.The current study incorporated gloss types and learning conditions into consideration, trying to find an appropriate approach for L2 reading and vocabulary learning, hence it's meaningful to relevant pedagogical field.