L1 vs. L2 Glosses, Learner Perceptions, and L2 Vocabulary Learning
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Studies on vocabulary learning have shown conflicting results on the effect of L1 and L2 glosses. This study attempted to examine the different effects that L1-Korean and L2-English glosses would bring about, employing the new method of the Tracing Measure of Retention (TMR), which traced the individualized target words one by one through immediate and delayed tests. The learners’ perceptions and preferences of the glossing language were also investigated through a questionnaire survey. The participants were 152 undergraduate students from various majors at a Korean university, who were divided into four proficiency levels as per their CSAT scores. While the L1 and L2 glosses did not create meaningful differences overall, the high intermediate level learners performed better with the L1 glosses at a statistically significant level. The participants voted overwhelmingly for the L1 glosses, but among those who experienced the L2 glosses, the L1 preference was not extreme. The tendency was evident in the high intermediate learners, which may be taken as a sign that they are in transition to the stage of direct conceptual processing of L2 words. While general effectiveness of L1 glossing was acknowledged, the need to consider learners’ state to benefit from L2-mediated input enhancement was also highlighted.
Abstract
Studies on vocabulary learning have shown conflicting results on the effect of L1 and L2 glosses. This study attempted to examine the different effects that L1-Korean and L2-English glosses would bring about, employing the new method of the Tracing Measure of Retention (TMR), which traced the individualized target words one by one through immediate and delayed tests. The learners’ perceptions and preferences of the glossing language were also investigated through a questionnaire survey. The participants were 152 undergraduate students from various majors at a Korean university, who were divided into four proficiency levels as per their CSAT scores. While the L1 and L2 glosses did not create meaningful differences overall, the high intermediate level learners performed better with the L1 glosses at a statistically significant level. The participants voted overwhelmingly for the L1 glosses, but among those who experienced the L2 glosses, the L1 preference was not extreme. The tendency was evident in the high intermediate learners, which may be taken as a sign that they are in transition to the stage of direct conceptual processing of L2 words. While general effectiveness of L1 glossing was acknowledged, the need to consider learners’ state to benefit from L2-mediated input enhancement was also highlighted.
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