Computer‐Assisted Reading

The Effect of Glossing Format on Comprehension and Vocabulary Retention

Bibliographic Data

ID8937147
AuthorsSerafima Gettys (Stanford University, corresponding author), Lorens A Imhof (Westfälische Hochschule), Joseph O Kautz (University of Washington)
Year2001
Volume34
Issue2
Pages91-99
Publication date2001-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2001.tb02815.x
OpenAlexW2131550784
LanguageEN
Citations received8
References cited18

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

Comprehension · Linguistics · Natural language processing · Programming language · Reading (process · Reading comprehension · Sentence · Vocabulary · Artificial Intelligence · Computer Science · Language, Metaphor, and Cognition · Second Language Acquisition and Learning · Text Readability and Simplification

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Open DOISci-HubOpen Access