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Making form-meaning connections while reading: A qualitative analysis of word processing

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Item Summary Rott, Susanne Williams, Jessica 2020-05-22T01:58:09Z 2020-05-22T01:58:09Z 2003-04
dc.identifier.issn 1539-0578
dc.description.abstract This study was a qualitative exploration of the effect of multiple-choice glosses and periodic L2 text reconstruction on lexical acquisition. L2 readers of German engaged in a think-aloud procedure while reading a short text and retelling its content in German after each of four short sections. In each section, four unfamiliar target words (TWs) were embedded. Half of the participants' passages contained multiple-choice glosses for the TWs. Reading behavior and test scores for the +gloss and no-gloss groups differed, suggesting that a) glosses triggered a search for concrete meaning and firm form-meaning mapping; b) a lack of glosses corresponded with global text processing, skipping of words and shallow meaning mapping; c) multiple encounters helped +gloss readers to gain semantic information and refine their understanding of the TWs; d) for those who established form-meaning connections in the input phase, the output task may have strengthened those connections, e) the post-test designed to measure word recognition may have had a strong learning effect.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject vocabulary development
dc.subject from-meaning mapping
dc.subject second language acquisition
dc.subject reading interventions
dc.subject multiple-choice glosses
dc.subject input-output cycle tasks
dc.subject information processing
dc.title Making form-meaning connections while reading: A qualitative analysis of word processing
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66591
prism.volume 15
prism.number 1
prism.startingpage 45
prism.endingpage 75
local.rfl.topic The Reading Process
Appears in Collections: Volume 15, No. 1

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