Department of English Education, Teachers College, Kyungpook National University, Daegu, South Korea.
Division of Humanities and Social Sciences, Pohang University of Science and Technology, Pohang, South Korea.
PLoS One. 2023 Jan 19;18(1):e0280552. doi: 10.1371/journal.pone.0280552. eCollection 2023.
Glosses provide an effective way of fostering second language (L2) vocabulary acquisition. Expanding on previous research, we explored how a vocabulary test announcement prior to reading a glossed text influences the reading behaviors and subsequent vocabulary acquisition of L2 learners. The participants of this study comprised 65 Korean undergraduate students. The participants were assigned to either a vocabulary test announcement (TA) or a no test announcement (NTA) group. Thereafter, the researchers read to the participants a short story containing 16 glossed words displayed in the bottom margin. The students' responses to the reading comprehension test and a battery of vocabulary tests (i.e., form recall, meaning recall, and meaning recognition) were captured immediately and one week after the assessments. The results showed that while processing in-text target words and marginal glosses, no variation in eye-tracking measures (e.g., gaze duration and total reading time) was observed among the TA and NTA groups. In contrast, the TA group spent significantly longer time fixating on bottom-margin target words than the NTA group during eye-tracking measures. Regardless of the testing phase, the vocabulary test results showed that only the form recall scores in the TA group were significantly higher than the NTA group. However, the differences in meaning recall and recognition scores were not significant. Collectively, these results suggest that vocabulary test announcements likely enhance the favorable effects of glossed text, particularly through promoting visual word form acquisition. However, the effects do not strengthen form-meaning associations without compromising L2 learners' reading comprehension.
注释为二语（L2）词汇习得提供了一种有效的方法。本研究在前人研究的基础上，探讨了在阅读有注释文本之前进行词汇测试预告对 L2 学习者阅读行为和后续词汇习得的影响。该研究的参与者包括 65 名韩国本科学生。参与者被分配到词汇测试预告（TA）或无测试预告（NTA）组。之后，研究人员向参与者阅读了一个包含 16 个在页底显示注释词的短篇故事。学生们对阅读理解测试和一系列词汇测试（即形式回忆、意义回忆和意义识别）的反应立即和评估一周后被记录下来。结果表明，在处理文中目标词和边缘注释时，TA 和 NTA 组的眼动追踪测量（如注视持续时间和总阅读时间）没有变化。相比之下，在眼动追踪测量中，TA 组在页底目标词上的注视时间明显长于 NTA 组。无论在测试阶段如何，词汇测试结果都表明，只有 TA 组的形式回忆得分明显高于 NTA 组。然而，意义回忆和识别得分的差异并不显著。总的来说，这些结果表明，词汇测试预告可能会增强有注释文本的有利影响，特别是通过促进视觉单词形式的习得。然而，这种效果不会在不影响 L2 学习者阅读理解的情况下加强形式-意义联系。
