A Study Of The Effect Of Glossing On Foreign Language Vocabulary Learning And Retention

Based on Revised Hierarchical Model and Noticing Hypothesis,this study is an attempt to measure the effects on foreign language(FL)learning and retention of English gloss(FL gloss)and Chinese gloss(MT gloss)by varying FL proficiency and examine students' opinions regarding different types of gloss.163 senior high school students in Hebei Province were involved in the main study.All participants were divided into higher,intermediate and lower levels of English proficiency,then further assigned to two gloss conditions(FL gloss and MT gloss).They were first required to read a passage,then complete an unannounced vocabulary test called Vocabulary Knowledge Scale(VKS),which they took once again one week later.After the delayed post-test,a student opinion questionnaire was conducted,which was followed by an interview with 10 randomly selected students.The results indicated that there was statistically significant interaction effects between FL proficiency and glossing languages regarding their effects on FL vocabulary learning and retention.To be more specific,Chinese gloss turned to be more effective for lower and intermediate level learners in comparison with English gloss while these two types of gloss did not result in significant difference for higher level learners.Higher level learners significantly outperformed learners at intermediate and lower levels regardless of the gloss type they were given.The reported questionnaire and interview suggested that students preferred MT gloss.To make the best use of gloss and promote FL vocabulary learning,it is necessary for FL instructors as well as FL textbook designers to offer gloss that caters for FL learners of all levels in reading materials.