Exploring The Effects Of Gloss Type And Unknown Word Rate On Incidental Vocabulary Acquisition

Glossing unknown English words is a common practice in pedagogical reading materials in China. However, few studies have examined the effects of gloss type on second language (L2) incidental vocabulary acquisition, with mixed results concerning the superiority of multiple-choice glosses over single glosses. Moreover, fewer studies so far have explored the effects of text features on L2 incidental vocabulary acquisition through reading. To explore the role of text features can deepen our understanding of incidental vocabulary acquisition and provide suggestions for teachers on how to select reading materials that foster learners'vocabulary acquisition. In the study, text features are examined from the perspective of unknown word rate, for lack of studies in this line.This study explores the effects of different gloss types and unknown word rates on incidental vocabulary acquisition. The following research questions are addressed: 1) Will multiple-choice glosses be more effective for incidental vocabulary acquisition than single glosses? 2) Will a text with 2% unknown words be more effective for incidental vocabulary acquisition than a text with 5% unknown words?The subjects were 76 non-English-major sophomores from three parallel classes of Chongqing University. They were divided into three groups: Multiple-choice gloss group, Single gloss group and No gloss group. All the groups were required to read two articles: one with 2% unknown words and the other with 5% unknown words. Two vocabulary tests were administered immediately after the subjects finished reading and the same tests were repeated two weeks later. The gain and retention of the target words were measured by the immediate and delayed vocabulary tests respectively. The data were analyzed by SPSS 13.0. Results indicated that multiple-choice glosses were more effective for vocabulary gain and retention than single glosses within the text with 2% or 5% unknown words; a text with 2% unknown words was more effective for incidental vocabulary acquisition than a text with 5% unknown words under the single gloss and multiple-choice gloss conditions; such passage difference disappeared under the no gloss condition. Findings as to gloss type were interpreted in terms of the Involvement Load Hypothesis and findings as to unknown word rate were interpreted in light of the relationships between reading comprehension and vocabulary acquisition.