glossing

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Three Approaches to
Glossing and Their
Effects on Vocabualry
Learning
Presenter: Ginny Tang
Instructor: Dr. Teresa Hsu
Date: April 13, 2015
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Citation
Huang, L. L., & Lin, C. C. (2014).
Three approaches to glossing
and their effects on vocabulary
learning. System, 44(1), 127-136.

3. Contents
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• Discussion
• Conclusion
• Reflection
• Introduction
• Literature Review
• Methodology
• Results

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Introduction
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 Background
 Purpose of the Study
 Research Questions

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 Background
It seems clear that glossing can increase the
possibility of learning correct word meaning in
context.
First glossing words and then retrieving their
meanings was not significantly more effective
than only glossing words.
(Rott,2007)

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 Purpose of Study
To investigate the effect of combining
glossing with inferring or meaning
retrieval on vocabulary learning

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 Research Questions
1. Do glossing preceded by inference,
glossing followed by retrieval and full
glossing interventions affect vocabulary
learning differently?
2. Does response accuracy of
inference and retrieval predict
vocabulary learning differently?

8. Literature Review
Gloss : provide an interlinear
translation of a word or phrase
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Literature Review
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Using glosses provides support in unhelpful
contexts, but it might deprive the reader of an
opportunity of infer, thus reducing the amount of
processing.
(Watanabe, 1997)

10. When learners retrieve and encoded
meaning in their mental lexicon , this
may foster meaning retention.
(Rott, 2007)
Literature Review
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The total was 124.
Six of them didn’t finish the delayed posttest.
Participants
118 university
students
88 females
30 males
High-
intermediate
level
Rang from
75.45 to 78.51

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Target words
• Target words included eight
low-frequency nouns, 7-11 letters
long.
Target
words
• 3 online articles
• 2 articles from CNN Interactive
English Magazine
Material

13. Instruments
Vocabulary
pretest
Vocabulary
posttest
• A checklist to check every word whether
knowing the word
• Provide its Chinese translation
• Immediate and delayed
• Form , meaning and recognition
recall tests.
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16. Vocabulary
Pretest
Computer reading
instructions
Reading
comprehension
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Comprehension
Test
Immediate
posttests
Delayed posttest
A session: 30 minutes
1. Form recall test
2. Meaning recall test
3. Meaning cognition test
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18. Results
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Gloss-retrieval-gloss
condition may be
superior than the other
two conditions.
The mean test score after
correct responses were
higher.
Effects of the
intervention

19. Gloss-retrieval-gloss group yielded the most
vocabulary learning and retention.
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20. FR: Form Recall
MR: Meaning Recall
REC: Meaning recognition
In gloss-retrieval-gloss condition, a significant
difference was only observed for the IM form recall
test.
In inference-gloss-gloss condition, it played a
significant role in delayed form recall and IM
meaning recall performance.
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Full glossing
• Generated the least vocabulary learning
Gloss- retrieval-gloss
• Had the best results of form and meaning learning
• Helped to retain the meaning learning more
effectively
Inference- gloss- gloss
• Requires learners to draw on wider
knowledge sources to derive meanings that
• Tend to be vague and error-prone
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22. 1. The findings support the advantages of correct
form-meaning establishment.
2. Not only to emphasize the meaning given method
3. Meaning assistance is crucial to the initial
form-meaning connection and retrieval
verification
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23. To learn efficiently depends on a
learner’s learning model.
The better way is to put into practice
what has been learned.
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25. You have to believe in yourself .
That's the secret of success.
(Charles Chaplin , American actor )
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