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The effects of reading bilingual books on vocabulary learning

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Item Summary

dc.contributor.author Zhang, Zhiying
dc.contributor.author Webb, Stuart
dc.date.accessioned 2020-05-22T02:29:32Z
dc.date.available 2020-05-22T02:29:32Z
dc.date.issued 2019-04
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66752
dc.description.abstract This study investigated the effects of reading bilingual books on vocabulary learning. Eighty-two Chinese English as a foreign language (EFL) learners read different versions of the same text: English-only text, English text with target words glossed, English text followed by the Chinese text, and Chinese text followed by the English text. A pretest, immediate posttest, and delayed posttest were used to measure incidental vocabulary learning. The findings showed that (a) all four groups made significant gains in lexical knowledge, (b) those who read glossed text and bilingual text had significantly durable knowledge gain, (c) the participants who read glossed text or read the English version of the text before the Chinese version had significantly higher scores text in the immediate posttest than the participants who read the English-only text, and (d) the participants who read bilingual texts had significantly higher scores on the delayed posttest than those who read the English-only text.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject second language reading
dc.subject bilingual reading
dc.subject vocabulary learning
dc.subject glossing
dc.subject errorless learning
dc.subject noticing hypothesis
dc.subject desirable difficulties framework
dc.title The effects of reading bilingual books on vocabulary learning
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66752
prism.volume 31
prism.number 1
prism.startingpage 108
prism.endingpage 139
local.rfl.topic Methods and Materials
Appears in Collections: Volume 31, No. 1


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