Serafima Gettys (PhD, St. Petersburg University of Education) is a Lecturer in Russian at Stanford University, Palo Alto, California.
Computer-Assisted Reading: The Effect of Glossing Format on Comprehension and Vocabulary Retention
Article first published online: 31 DEC 2008
© 2001 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 34, Issue 2, pages 91–99, March 2001
How to Cite
Gettys, S., Imhof, L. A. and Kautz, J. O. (2001), Computer-Assisted Reading: The Effect of Glossing Format on Comprehension and Vocabulary Retention. Foreign Language Annals, 34: 91–99. doi: 10.1111/j.1944-9720.2001.tb02815.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
Abstract:This article focuses on the issue of the optimal on-line glossing format. Two glossing methods are compared. The first method provides readers with sentence-level translation equivalents of the second-language (L2) words. The second method connects the words with their meanings through basic dictionary forms. The main purpose of the study was to determine which of the two glossing formats is more beneficial for text comprehension and vocabulary retention. The results of the study show that retention of lexical items is better aided by reading the text with dictionary-form equivalents of the L2 words, because it involves a deeper level of cognitive processing. The situation is less clear-cut regarding the effect of the two glossing formats on global comprehension. The pedagogical implications of the data obtained are discussed.