ERIC Number: ED427508
Record Type: RIE
Publication Date: 1997
Which Words Should Be Glossed in L2 Reading Materials? A Study of First, Second, and Third Semester French Students' Recall.
Joyce, Erin E.
Pennsylvania Language Forum, p58-64 1997
This study investigated whether words that are glossed (defined) in a second language text correspond to the words that readers of differing ability find difficult. It examined: (1) whether marginal glosses provide assistance to students of first-, second-, and third-semester college French in their comprehension of authentic text, as measured by a recall protocol; (2) what percentage of the glossed material was recalled by these students; and (3) whether the words originally glossed in the passage were those that seemed problematic to the students. Subjects were 90 university students whose native language was English. Each read either a glossed or unglossed version of the same text, wrote what they recalled of the text in English, and underlined words in the text that they found difficult. Analysis of results indicates that the third-semester students did perform better than first- or second-semester students, that subjects with glossed texts did not recall significantly more of the glossed material than did the other group, and that the textbook authors did gloss many of the words found most difficult by the students. Contains 12 references. (MSE)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A