Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.1300-1312
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 10 Oct 2022 Revised 12 Nov 2022 Accepted 30 Nov 2022
DOI: https://doi.org/10.15738/kjell.22..202211.1300

An Exploratory Study of Tasks & Glosses on L2 Academic Vocabulary Learning

Dongho Kang
Professor, Dept. of English Language & Literature, Seoul National Univ. of Science & Technology, Tel: (02) 970-6250 dh14kang@seoultech.ac.kr


© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The study studied the effects of task types and gloss languages (L1 vs. L2) on academic vocabulary acquisition of the two proficiency groups (English-major vs. Life-long Education) at both short- and long-term periods. Thirty-eight college students in Korea were randomly assigned to one of the four tasks: A reading task with L2 glosses (Involvement Index 1), a reading task with L2 glosses (Index 1), a gap-filling task with L2 glosses (Index 2), and a gap-filling task with L1 glosses (Index 2). The findings showed that there were non-significant learning gains after treatment except the English-major advanced group. Furthermore, there were no significant differences among the four experimental tasks in both groups. The theoretical and pedagogical discussions were made at the conclusion.

Keywords:

academic vocabulary, task-induced involvement, L1 glosses, L2 glosses, L2 vocabulary, EFL college contexts

Acknowledgments

This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2022S1A5A2A01038631).

References

  • Craik, F. I. M. and R. S. Lockhart. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior 11, 671-684. [https://doi.org/10.1016/S0022-5371(72)80001-X]
  • Gablasova, D. 2014. Learning and retaining specialized vocabulary from textbook reading: Comparison of learning outcomes through L1 and L2. The Modern Language Journal 98(4), 976-991. [https://doi.org/10.1111/modl.12150]
  • Grim, F. 2008. Integrating focus on form in L2 content-enriched instruction lessons. Foreign Language Annals 41(2), 321-346. [https://doi.org/10.1111/j.1944-9720.2008.tb03295.x]
  • Hulstijn, J. H. Hollander, M. and T. Greidanus. 1996. Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal 80(3), 327-339. [https://doi.org/10.1111/j.1540-4781.1996.tb01614.x]
  • Hulstijn, J. H. and B. Laufer. 2001. Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning 51, 539-558. [https://doi.org/10.1111/0023-8333.00164]
  • Jacobs, G. M., P. Dufon and F. C. Hong. 1994. L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading 17, 19-28. [https://doi.org/10.1111/j.1467-9817.1994.tb00049.x]
  • Joe, A. 2010. The quality and frequency of encounters with vocabulary in an English for academic purposes programme. Reading in a Foreign Language 22(1), 117-138.
  • Jozwik, S. L. and K. H. Douglas. 2017. Effects of multicomponent academic vocabulary instruction for English learners with learning difficulties. Learning Disability Quarterly 40(4), 237-250. [https://doi.org/10.1177/0731948717704967]
  • Kang, Dongho. 2020. The effects of task-induced involvement on L2 academic word acquisition in Korea. Korean Journal of English Language and Linguistics 20, 141-156
  • Kang, Dongho. 2022. Effects of multiple-choice glosses and frequency on L2 academic vocabulary learning in Korea. Korean Journal of English Language and Linguistics 21, 695-705.
  • Keating, G. D. 2008. Task effectiveness and word learning in a second language: The involvement loading hypothesis on trial. Language Teaching Research 12(3), 365-386. [https://doi.org/10.1177/1362168808089922]
  • Kim, Y. 2011. The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning 61(1), 100-140. [https://doi.org/10.1111/j.1467-9922.2011.00644.x]
  • Kim, Jie Young. 2015. The effects of task-induced involvement and learners' English proficiency on English vocabulary learning. English Language Teaching 27(3), 105-129.
  • Ko, Myong Hee. 2012. Glossing and second language vocabulary learning. TESOL Quarterly 46(1), 56-79. [https://doi.org/10.1002/tesq.3]
  • Ko, Myong-Hee. 2017. The relationship between gloss type and L2 proficiency in incidental vocabulary learning. Modern English Education 18(3), 47-69. [https://doi.org/10.18095/meeso.2017.18.3.03]
  • Laufer, B. and J. Hulstijn. 2001. Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics 22(1), 1-26. [https://doi.org/10.1093/applin/22.1.1]
  • Li, G. 2014. Effect of task-induced online learning behavior on incidental vocabulary acquisition by Chinese learners: Revisiting involvement load hypothesis. Theory and Practice in Language Studies 4(7), 1385-1394. [https://doi.org/10.4304/tpls.4.7.1385-1394]
  • Nagata, N. 1999. The effectiveness of computer-assisted interactive glosses. Foreign Language Annals 32, 469-479. [https://doi.org/10.1111/j.1944-9720.1999.tb00876.x]
  • Nagy, W. and D. Townsend. 2012. Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly 47(1), 91-108. [https://doi.org/10.1002/RRQ.011]
  • Nation, I. S. P. 2013. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. [https://doi.org/10.1017/CBO9781139858656]
  • Paribakht, T. S. and M. Wesche. 1997. Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady and T. Huckin, eds., Second Language Vocabulary Acquisition: A Rationale for Pedagogy, 174-200. Cambridge: Cambridge University Press. [https://doi.org/10.1017/CBO9781139524643.013]
  • Park, H. 2017. Task-induced involvement load in Korean EFL adult learners’ incidental vocabulary learning. Studies in English Education 22(3), 27-53. [https://doi.org/10.22275/SEE.22.3.02]
  • Park, J. and J. Oh. 2015. Effects of task-induced vocabulary learning involvement on vocabulary learning by Korean university students. English Language Teaching 27(3), 175-191.
  • Richard, J. and T. Rodgers. 2014. Approaches and Methods in Language Teaching, 3rd ed. Cambridge: Cambridge University Press.
  • Soleimani, H. and M. Rahmanian. 2015. Vocabulary acquisition and task effectiveness in involvement load hypothesis: A case in Iran. International Journal of Applied Linguistics and English Literature 4(5), 198-205. [https://doi.org/10.7575/aiac.ijalel.v.4n.5p.198]
  • Sung, H. 2016. Task-induced involvement load and low-level learners’ vocabulary learning. Modern English Education 17(4), 1-24. [https://doi.org/10.18095/meeso.2016.17.4.01]
  • Watanabe, Y. 1997. Input, intake and retention. Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition 19(3), 287-307. [https://doi.org/10.1017/S027226319700301X]
  • Xu, X. 2010. The effects of glosses on incidental vocabulary acquisition in reading. Journal of Language Teaching and Research 1, 117-120. [https://doi.org/10.4304/jltr.1.2.117-120]
  • Yang, Y., N. Shintani, S Li and Y. Zhang. 2017. The effectiveness of post-reading word-focused activities and their associations with working memory. System 70, 38-49. [https://doi.org/10.1016/j.system.2017.09.012]
  • Yanagisawa, A., S. Webb and T. Uchihara. 2020. How do different forms of glossing contribute to L2 vocabulary learning from reading?: A meta-regression analysis. Studies in Second Language Acquisition 42(2), 411-438. [https://doi.org/10.1017/S0272263119000688]
  • Zhao, T. and J. Ren. 2017. Incidental L2 lexical acquisition in reading: The role of L2-gloss frequency and learner proficiency. The Language Learning Journal 47, 608-624. [https://doi.org/10.1080/09571736.2017.1349168]