Glossing in Incidental and Intentional Learning of Foreign Language Vocabulary and Reading

Abstract

This study attempts to address how glossing affects learning vocabulary and reading comprehension in a foreign language. It compares a gloss condition with a no gloss condition, as well as a L1 gloss versus L2 gloss. It also investigates how different learning conditions (intentional vs. incidental) affect vocabulary learning and reading comprehension in a foreign language. Moreover, it investigatbs retention of learned words over the long term. Here, the long term is described as any duration from at least 24 hours to one or more weeks after treatment (Nation, 1982).