The Effects of L1 and L2 Multiple-Choice Glosses on Collocation Learning and Reading Comprehension
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The purpose of this study is to investigate whether collocation multiple-choice glossing (MCG) improves students’ reading comprehension and productive ability, which type of MCG (no glosses, L1 MCG, or L2 MCG) is most effective for collocation retention and students’ perspectives on such instructions. An eight-week classroom study was conducted with 124 second-year middle school students in South Korea. They were divided into three groups (no glosses, L1 MCG, or L2 MCG) and read six reading passages over the course of six weeks. Each passage included five collocations, which were bolded and definitions were provided in Korean, English, or none at all. After reading each passage, students took a comprehension quiz and a vocabulary test. At the end of the experiment, the students were given a comprehensive collocations test as well as a questionnaire. The results of the quantitative analysis manifested that there were no statistically significant differences in reading comprehension scores between the groups. Next, all three groups demonstrated significant improvements in producing sentences with target collocations. Lastly, all groups displayed significant differences between their pretest and posttest scores with L1 MCG appearing to be most effective for students’ retention. In accordance to survey responses, many students claimed MCG to be beneficial, although the students in L2 MCG conceded hindrances in their understanding due to the difficulty of definitions. These findings reveal that MCG glossing is effective for students’ collocation acquisition, especially when the definitions are provided in the students’ L1.
Abstract
The purpose of this study is to investigate whether collocation multiple-choice glossing (MCG) improves students’ reading comprehension and productive ability, which type of MCG (no glosses, L1 MCG, or L2 MCG) is most effective for collocation retention and students’ perspectives on such instructions. An eight-week classroom study was conducted with 124 second-year middle school students in South Korea. They were divided into three groups (no glosses, L1 MCG, or L2 MCG) and read six reading passages over the course of six weeks. Each passage included five collocations, which were bolded and definitions were provided in Korean, English, or none at all. After reading each passage, students took a comprehension quiz and a vocabulary test. At the end of the experiment, the students were given a comprehensive collocations test as well as a questionnaire. The results of the quantitative analysis manifested that there were no statistically significant differences in reading comprehension scores between the groups. Next, all three groups demonstrated significant improvements in producing sentences with target collocations. Lastly, all groups displayed significant differences between their pretest and posttest scores with L1 MCG appearing to be most effective for students’ retention. In accordance to survey responses, many students claimed MCG to be beneficial, although the students in L2 MCG conceded hindrances in their understanding due to the difficulty of definitions. These findings reveal that MCG glossing is effective for students’ collocation acquisition, especially when the definitions are provided in the students’ L1.
참고문헌 (48)
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