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

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dc.contributor.advisorBrown, James D.
dc.contributor.authorKo, Myong Hui
dc.contributor.departmentUniversity of Hawaii at Manoa. Department of English as a Second Language.
dc.date.accessioned2016-05-09T21:59:58Z
dc.date.available2016-05-09T21:59:58Z
dc.date.issued1995
dc.description.abstractThis 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).
dc.format.digitaloriginreformatted digital
dc.format.extent46 pages
dc.identifier.urihttp://hdl.handle.net/10125/40761
dc.languageeng
dc.relation.ispartofUniversity of Hawai'i Working Papers in English as a Second Language 13(2)
dc.titleGlossing in Incidental and Intentional Learning of Foreign Language Vocabulary and Reading
dc.typeWorking Paper
dc.type.dcmiText

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