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Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp. 1300-1312 | |
Abbreviation: KASELL | |
ISSN: 1598-1398 (Print) 2586-7474 (Online) | |
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. | |
Funding Information ▼ |
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 |
This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2022S1A5A2A01038631).
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