The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis

Vocabulary Acquisition ◽

Meta Analysis ◽

Medium Effect ◽

Moderator Variable ◽

L2 Reading ◽

Definite Effect ◽

Comprehensive Search ◽

Despite the growing interest in incorporating textual glosses into second language (L2) reading in hypermedia and paper media, no agreements have been reached as to whether and what extent a textual gloss facilitates L2 learners’ vocabulary acquisition in hypermedia and paper media. The present study meta-analysed the overall effects of textual glosses and different glossing types (i.e. language, location, and mode) on L2 vocabulary acquisition, as well as the moderation effects on the variability of L2 vocabulary acquisition effect sizes. Based on a comprehensive search, 20 studies involving 2,291 participants that have quantitatively documented the changes of L2 vocabulary gains through a pre-and-post textual glosses design were identified and coded in order to retrieve moderator variables. The results show the following: (1) textual glossing has a medium effect on L2 vocabulary acquisition; (2) the effect of textual glosses on L2 vocabulary acquisition persists over time; (3) glossing location and glossing mode significantly impact the effect of textual glosses on L2 vocabulary acquisition but glossing language has no definite effect; and (4) outcome measure is the only moderator variable among the three influencing factors on vocabulary acquisition. These results are further discussed with reference to existing studies and theory of second language acquisition.

The effects of dictionary use on second language vocabulary acquisition: A meta-analysis

International Journal of Lexicography ◽

10.1093/ijl/ecaa010 ◽

2020 ◽

Author(s):

Songshan Zhang ◽

Hai Xu ◽

Xian Zhang

Keyword(s):

Second Language ◽

Vocabulary Acquisition ◽

Meta Analysis ◽

Vocabulary Knowledge ◽

Learning Condition ◽

Moderator Variable ◽

Lexical Unit ◽

Language Research ◽

Dictionary Use ◽

Abstract This study reports on the results of a meta-analysis which investigates the effects of dictionary use on second language (L2) vocabulary acquisition, as well as the magnitude of the moderating effect of a number of moderator variables on the effectiveness of dictionary use in improving L2 vocabulary knowledge. A total of 125 effect sizes were gleaned from 44 studies, which represented 87 independent samples and included 3,475 participants. A random-effects model of the meta-analysis shows that the overall effect of dictionary use on L2 vocabulary acquisition is g = 2.10 (p < .01) for within-group studies and g = 1.03 (p < .01) for between-group studies respectively, which are both large in the domain of second language research. Subsequent moderator variable analysis reveals how treatment-related variables (timepoint, dictionary form, dictionary type, target lexical unit, vocabulary knowledge type, learning condition, and research setting), methodological variables (type of experimental design, presence of pretest, and assessment type), as well as learner-related variables (age and proficiency) might contribute to the variation across studies. Implications of the findings are discussed.

A study of L2 vocabulary acquisition under incidental and intentional conditions

Vigo International Journal of Applied Linguistics ◽

10.35869/vial.v0i17.1467 ◽

2020 ◽

pp. 113-140

Author(s):

Sarah Sok ◽

ZhaoHong Han

Keyword(s):

Second Language ◽

Adult Learners ◽

Vocabulary Acquisition ◽

Incidental Learning ◽

Word List ◽

Vocabulary Knowledge ◽

The Past ◽

Incidental Condition ◽

Vocabulary development is indisputably a vital aspect of second language acquisition. In spite of the abundant attention it has garnered over the past few decades, it remains unclear how adult learners fare with intentional and incidental ways of learning. The current study investigated the effects of intentional learning (via studying a word list), incidental learning (via reading), and combined intentional-andincidental learning (via studying a word list followed by reading) conditions on 30 adult learners’ second language vocabulary acquisition. Vocabulary acquisition was measured in terms of percentage gains as well as changes in the depth of vocabulary knowledge. Results showed that while both the intentional and incidental modes of learning led to vocabulary gains, the combined intentional-and-incidental condition resulted in significantly greater gains than either the intentional-only or the incidentalonly condition. No significant differences were found between the incidental-only and intentional-only conditions.

Glossing and vocabulary learning

Language Teaching ◽

10.1017/s0261444821000252 ◽

2021 ◽

pp. 1-23

Author(s):

Frank Boers

Keyword(s):

Second Language ◽

Systematic Reviews ◽

Critical Review ◽

Vocabulary Acquisition ◽

Ecological Validity ◽

Vocabulary Learning ◽

L2 Reading ◽

Reading Materials ◽

Research Designs ◽

Abstract This article offers a critical review of research on the use of glossing and its contribution to second language (L2) vocabulary acquisition. Discussion topics include the complexity of estimating the effectiveness of glossing relative to reading non-glossed texts, the quest for optimal implementations of glossing, issues of ecological validity, and ambiguity around the nature of vocabulary learning from glosses. The general conclusion is that, despite the substantial number of research studies on this subject, many questions remain to which only tentative and provisional answers are currently available. This is partly owing to the wide diversity in research designs across studies and the lack of transparency of many research reports. Suggestions are made for further research on glossing with a view to enabling future systematic reviews to produce more nuanced answers and more informed recommendations for the design of L2 reading materials.

Towards a Model of Advanced Learners’ Vocabulary Acquisition: An Investigation of L2 Vocabulary Acquisition and Retention by Taiwanese English Majors

Applied Linguistics Review ◽

10.1515/applirev-2015-0006 ◽

2015 ◽

Vol 6 (1) ◽

pp. 121-144 ◽

Cited By ~ 9

Author(s):

Barry Lee Reynolds ◽

Wei-Hua Wu ◽

Hui-Wen Liu ◽

Shu-Yuan Kuo ◽

Ching-Hua Yeh

Keyword(s):

Second Language ◽

High Frequency ◽

English Language ◽

Vocabulary Acquisition ◽

Advanced Learners ◽

Japanese Learners Of English ◽

Part Of Speech ◽

Japanese Learners ◽

AbstractDevelopment of vocabulary is one of the fundamental elements for second language acquisition; it is important to meaning transfer and successful communication as well (Barcroft 2004). The purpose of the research reported in this paper was to investigate to what extent the characteristics of vocabulary affect Taiwanese English language majors’ second-language vocabulary acquisition and retention. This research builds upon similar research conducted by Willis and Ohashi (2012), which found a relationship between acquisition and a word’s frequency, cognateness, and length for Japanese learners of English. Our results indicate a significant relationship between acquisition and a word’s frequency, level of polysemy, and part of speech. Correlation results show that polysemy and frequency are both strongly related to acquisition. Nevertheless, a negative correlation between phonemes and acquisition was also shown. The findings indicate that high frequency words and polysemous words are both easily acquired and retained; in contrast, words with more phonemes require more effort by Taiwanese English language majors to learn and retain. Findings from a multiple regression analysis further suggest that high frequency polysemous nouns are easily acquired and retained by Taiwanese English language majors. Pedagogical implications concerning the variables investigated are provided.

Leveraging Listening Texts in Vocabulary Acquisition for Low-literate Learners

TESL Canada Journal ◽

10.18806/tesl.v37i1.1330 ◽

2020 ◽

Vol 37 (1) ◽

Author(s):

Darren LaScotte

Keyword(s):

Second Language ◽

Cognitive Processing ◽

Vocabulary Acquisition ◽

Research Literature ◽

Oral Traditions ◽

L2 Acquisition ◽

Research Areas ◽

Langue Seconde ◽

To date, the vast majority of research in second language (L2) vocabulary acquisition has looked at reading, but relatively few studies have explored the potential for vocabulary acquisition through listening. As for participants involved, studies concerning first language (L1) acquisition have mainly focused on pre- and emergent-reading children, whereas those concerning L2 acquisition comprised learners already highly literate in their L1. Like other research areas of second language acquisition (SLA), learners with low or no literacy in their L1 have been virtually neglected in these studies. Clearly, who we study determines what we know in SLA, yet there exists a significant gap in research literature regarding how understudied, low-literate (and illiterate) populations with strong oral traditions may acquire L2 vocabulary through listening. This paper attempts to bridge the gap in research on cognitive processing and L2 vocabulary acquisition through listening. In light of this, relevant pedagogical implications for low-literate populations are discussed. Jusqu’à présent, l’immense majorité de la recherche sur l’acquisition du vocabulaire de la langue seconde (L2) s’est concentrée sur la lecture, mais très peu d’études ont exploré le potentiel de l’acquisition du vocabulaire par l’écoute. En ce qui concerne les participants impliqués, les études sur l’acquisition de la première langue (L1) se sont principalement concentrées sur des enfants au stade de pré-lecture ou d’apprentissage de la lecture, alors que celles traitant de l’acquisition de la L2 incluaient des apprenants qui avaient déjà un haut niveau de littératie dans leur L1. Comme dans d’autres domaines de recherche sur l’acquisition de la langue seconde (ALS), les apprenants dont le niveau de littératie est bas ou inexistant dans leur L1 n’ont presque pas fait l’objet de ces études. Il est clair que les personnes que nous étudions déterminent ce que nous savons en matière d’ASL, cependant il existe dans la documentation de recherche un vide significatif concernant la capacité des populations sous scolarisées à faible niveau de littératie (et illétrées) dont les traditions orales sont fortes, à acquérir le vocabulaire de L2 par l’écoute. Cet article essaie de combler le vide dans la recherche sur le processus cognitif et l’acquisition du vocabulaire de la L2 par l’écoute. Sous cet angle, nous discutons des implications pédagogiques pertinentes pour les populations à faible niveau de littératie.

Why do sparkles make a sound in English?

Jezikoslovlje ◽

10.29162/jez.2019.16 ◽

2019 ◽

Vol 20 (3) ◽

pp. 447-473

Author(s):

Mateja Hendrih ◽

Stela Letica Krevelj

Keyword(s):

Second Language ◽

Language Learning ◽

English Language ◽

Vocabulary Acquisition ◽

Language Learner ◽

The Media ◽

High Competence ◽

Due to their features of multi-modal presentation and their abundance in terms of availability and diversity, the media have been assumed to have a distinct effect on second language acquisition (SLA). Although their beneficial effect on overall SLA has been found in various studies, very few of them examined the characteristics of different types of media in relation to how they may influence second language (L2) vocabulary acquisition at an early age. We present a case study of a 9-year-old Croatian girl who had achieved high competence in the English language primarily through exposure to television (TV) content in English. We examined her production for the evidence that some features of television as a medium might have influenced the development of her vocabulary and the way she experienced and used the L2. The production data was collected in a series of unstructured conversations in the informal atmosphere of the participant’s home. Additional data on the participant’s language learning background were collected in interviews with the participant and her parents. The results suggest that exposure to TV as a medium, which provides opportunities for repeated exposure to rich input, contextualized language, and a combination of visual and aural stimuli, may have an important influence on L2 vocabulary acquisition. However, it has to be emphasized that the influence was evidenced in the production of a highly motivated language learner in an environment that was truly supportive of her language development.

TASK / Journal on Task-Based Language Teaching and Learning - TASK - TASK. Journal on Task-Based Language Teaching and Learning ◽

Unlocking the power of productive classroom talk for early second language acquisition

10.1075/task.00004.fri ◽

2021 ◽

Vol 1 (1) ◽

Author(s):

Carolien Frijns ◽

Kris Van den Branden

Keyword(s):

Second Language ◽

Vocabulary Acquisition ◽

Classroom Interaction ◽

Affective Priming ◽

Classroom Talk ◽

Significant Interaction Effect ◽

Positive Effects ◽

Quasi Experimental ◽

Abstract This study investigates whether participation in classroom interaction and a specific type of affective priming using parents’ pictures had positive effects on ethnic minority children’s L2 vocabulary acquisition. A quasi-experimental study was set up in which preschoolers-at-risk were engaged in a task-based intervention with different types of affective priming while they were participating in, or overhearing, classroom interaction in the L2. The results of the study indicated significant main effects of (1) the children’s prior proficiency in the second language and (2) their participation in productive classroom interaction on their vocabulary acquisition. A significant interaction effect was found for overhearing and school disliking. For affective priming, no significant effects were found. This present study provides evidence that both participating in, and overhearing, productive classroom talk are powerful ways to boost young children’s L2 vocabulary acquisition.

A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

Applied Psycholinguistics ◽

10.1017/s0142716420000272 ◽

2020 ◽

Vol 41 (4) ◽

pp. 873-900

Author(s):

Jihye Shin

Keyword(s):

Working Memory ◽

Second Language ◽

Reading Comprehension ◽

Meta Analysis ◽

Quantitative Description ◽

Span Task ◽

Word Recall ◽

Reading Span ◽

L2 Reading ◽

L2 Reading Comprehension

AbstractDespite the increasing attention paid to the role of working memory in reading, findings and measurement of working memory have been inconsistent. The current meta-analysis aims to provide a quantitative description of the overall relationship between second language (L2) reading comprehension and working memory measured through reading span task and identify methodological features that moderate this relationship. Following a comprehensive search, 25 primary studies (23 peer-reviewed studies and 2 dissertations) were included comprising 37 unique samples (N = 2,682), all of which were coded for substantive and methodological features. The results showed that (a) there is a moderate relationship between L2 reading comprehension and working memory (r = .30), (b) reading span task features such as the scoring procedure, task language, and final word recall order moderate this relationship, and (c) the degree to which working memory’s involvement in L2 reading comprehension may vary depending on the type of reading tasks at hand. Implications are discussed in terms of conceptualization and measurement of working memory. Future directions are also offered in relation to measurement practices to encourage consistency and to improve our understanding of the link between working memory and L2 reading comprehension.

A Review of CALL and L2 Reading

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2011100104 ◽

2011 ◽

Vol 1 (4) ◽

pp. 49-58 ◽

Cited By ~ 3

Author(s):

Lance R. Askildson

Keyword(s):

Second Language ◽

Reading Comprehension ◽

Language Learning ◽

Vocabulary Acquisition ◽

Second Language Reading ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

L2 Reading ◽

Self Study ◽

Incidental Vocabulary

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011), the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation (Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010). Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation (Leffa, 1992; Lomicka, 1998; Ko, 2005) and inhibition (Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005), although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing – and particularly multimedia glossing – suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts (Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011).

Meta-analysis in Second Language Research: Choices and Challenges

Annual Review of Applied Linguistics ◽

10.1017/s0267190510000115 ◽

2010 ◽

Vol 30 ◽

pp. 85-110 ◽

Cited By ~ 87

Author(s):

Frederick L. Oswald ◽

Luke Plonsky

Keyword(s):

Second Language ◽

Statistical Power ◽

Meta Analysis ◽

Future Research ◽

Language Research ◽

Literature Reviews ◽

Research Choices ◽

Research Domain ◽

Qualitative Literature

Applied linguists are increasingly conducting meta-analysis in their substantive domains, because as a quantitative approach for averaging effect sizes across studies, it is more systematic and replicable than traditional, qualitative literature reviews. Additional strengths, such as increased statistical power, moderator analyses, and model testing, have also contributed to its appeal. The current review describes typical stages of a meta-analysis in second language acquisition (SLA) research: (a) defining the research domain, (b) developing a reliable coding scheme, (c) analyzing data, and (d) interpreting results. Each stage has a host of equally reasonable decisions that can be made; each decision will influence the conduct of the meta-analysis, the nature of the results, and the substantive implications of findings for SLA. We highlight a number of benefits and challenges that inform these decisions. In general, when a meta-analysis in applied linguistics is well planned, employs sound statistical methods, and is based on a thorough understanding of relevant theory, it can provide critical information that informs theory as well as future research, practice, and policy.