Developing Vocabulary Achievement through Using Different Gloss Types

This study aims to find which gloss type; single gloss translation in L1, single gloss translation in L2 or multiple-choice glossing is more beneficial for vocabulary learning through reading. Teacher as the researcher modified the texts with L1, L2 single gloss translations and multiple choice glossing. In the control group, teacher explained about the meaning of vocabulary in English and even Persian or Azerbaijani Turkish. Synonyms and antonyms were provided for every vocabulary. In the other groups, besides the method used in the control group other techniques were used. In the first experimental group, the meaning of unknown words was provided in Persian in the margins of the text. In the second experimental group, the meaning of unknown words was provided in English in the margins. In the third experimental group, four items in English were provided for every vocabulary and students should guess the correct meaning. The participants took four vocabulary tests: 1) pretest; 2) immediate posttest; 3) posttest one week later; and 4) delayed posttest one month later. The results showed that single translation gloss type in L1 was more effective than the other glossing types.

Keywords:

incidental learning , glossing in L1 , glossing in L2 , multiple-choice glossing , noticing , vocabulary learning