Use of Glosses for Reading with Computers by Turkish Pre-Service English Language Teachers
Abstract
Keywords
Full Text:
Download PDFReferences
Alhaisoni, E. (2016). EFL teachers' and students' perceptions of dictionary use and preferences. International Journal of Linguistics, 8(6), 31-52.
Arpaci, D. (2016). The effects of accessing L1 versus L2 definitional glosses on L2 learners’ reading comprehension and vocabulary learning. Eurasian Journal of Applied Linguistics, 2(1), 15–29. https://doi.org/10.32601/ejal.460988
Barcroft, J. (2017). Key Issues in Teaching Single Words. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 479–492). Routledge.
Boers, F. (2021). Glossing and vocabulary learning. Language Teaching 1–23. https://doi.org/10.1017/ S0261444821000252
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1980). Teaching English as a Foreign Language (2nd ed.). Routledge.
Calmes, J. (2010). Obama Calls Turkish and Mexican Leaders on Diplomatic Leaks. The New York Times. December 12.
Caner, M., Vural, E., & Yalçın, I. (2021). The reading strategy use profile of EFL learners. Language Teaching and Educational Research, 4(1), 1-12. https://doi.org/10.35207/later.932002
Castle, S. (2010). Cameron Backs Turkey Bid to Join E.U. The New York Times. July 27.
Clarke, D. F., & Nation, I.S.P. (1980). Guessing the meanings of words from context: strategy and techniques. System 8 (3), 211-220.
Cobb, T. (1999). Web vocabprofile [Computer software]. Retrieved December 15, 2020, from http://www.lextutor.ca/vp/
de Ridder, I. (2002). Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process? Language Learning & Technology, 6, 123-146. Retrieved December 17, 2020, from http://llt.msu.edu/vol6num1/DERIDDER/default.html
Erçetin, G. (2013). Exploring ESL Learners' Use of Hypermedia Reading Glosses. CALICO Journal, 20(2), 261–283. https://doi.org/10.1558/cj.v20i2
Farina, D. M. C., Vrbinc, M., & Vrbinc, A. (2019). Problems in online dictionary use for advanced Slovenian learners of English. International Journal of Lexicography, 32(4), 458-479.
Gavriilidou, Z., Mavrommatidou, S., & Markos, A. (2020). The effect of gender, age and career orientation on digital dictionary use strategies. International Journal of Research, 9(6), 63-76.
Gong, B. (2022). An Empirical Study of E-dictionary Aided English Vocabulary Teaching. Education Research Frontier, 12(3), 24-28.
Hu, M., & Nation, I.S.P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language 13(1), 403-430.
Kang, H., Kweon, S.-O. & Choi, S. (2022). Using eye-tracking to examine the role of first and second language glosses. Language Teaching Research, 1 –22.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78, 285-299.
Maden, A. (2020). Comparison of student attitudes towards printed and digital dictionary use: A case of middle school. Journal of Language and Linguistic Studies, 16(2), 835-848.
McDonough, J., Shaw, C., Masuraha, H. (2013). Materials and methods in ELT: A teacher’s guide (3rd ed.). Blackwell.
Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Newbury House, New York.
Ouyang, J., Huang, L. & Jiang, J. (2020). The effects of glossing on incidental vocabulary learning during second language reading: based on an eye-tracking study. Journal of Research in Reading, 43(4), 496–515.
Peters, E. (2007). Manipulating L2 learners' online dictionary use and its effect on L2 word retention. Language Learning & Technology 11, 36–58. Retrieved December 17, 2020, from http://llt.msu.edu/vol11num2/pdf/peters.pdf
Prichard, C. (2008). Evaluating L2 readers" vocabulary strategies and dictionary use. Reading in a Foreign Language, 20(2), 216-231.
Pyo, H. (2020). The effects of dictionary app use on college-level Korean EFL learners' narrative and argumentative writing. Journal of Asia TEFL, 17(2), 580.
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing 18, 1, 55-88.
Tadayonifar, M., Entezari, M., & Valizadeh, M. (2021). The effects of computer-assisted L1 and L2 textual and audio glosses on vocabulary learning and reading comprehension across different learning styles. Journal of Language & Education, 7(2), 223-242. https://doi.org/10.17323/jle.2021.11020
Tsai, K.-J. (2019) Corpora and dictionaries as learning aids: inductive versus deductive approaches to constructing vocabulary knowledge. Computer Assisted Language Learning 32(8), 805-826, https://doi.org/10.1080/09588221.2018.1527366
Ur, P. (2012). A course in Language Teaching: Practice and Theory. Cambridge University Press.
Van den Broek, G. S. E., Wesseling, E., Huijssen, L., Lettink, M. & van Gog, T. (2022). Vocabulary Learning During Reading: Benefits of Contextual Inferences Versus Retrieval Opportunities. Cognitive Science 46 (4). https://doi.org/10.1111/cogs.13135
Varol, B., & Erçetin, G. (2016). Effects of working memory and gloss type on L2 text comprehension and vocabulary learning in computer-based learning. Procedia: Social and Behavioral Sciences, 232, 759–768. https://doi.org/10.1016/j.sbspro.2016.10.103
Varol, B., & Erçetin, G. (2021). Effects of gloss type, gloss position, and working memory capacity on second language comprehension in electronic reading. Computer Assisted Language Learning, 34(7), 820-844.
Warren, P., Boers, F., Grimshaw, G., & Siyanova-Chanturia, A. (2018). The effect of gloss type on learners’ intake of new words during reading: Evidence from eye-tracking. Studies in Second Language Acquisition, 40(4), 883–906. https://doi.org/10.1017/S0272263118000177
Webb, S. (2020). Incidental vocabulary acquisition. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 225–239). Routledge.
Webb, S., & Nation, P. (2017). How Vocabulary is Learned. Oxford: Oxford University Press.
Wolter, L. A. (2015). Dictionary Use and Preferences of L2 English Learners in an Intensive English Context. Culminating Projects in English. 14.
Yanagisawa, A., & Webb, S. (2021). To what extent does the Involvement Load Hypothesis predict incidental L2 vocabulary learning? A meta-analysis. Language Learning, 71(2), 487–536. https://doi.org/10.1111/lang.12444
Yanagisawa, A., Webb, S. & Uchihara, T. (2020). How Do Different Forms of Glossing Contribute to L2 Vocabulary Learning from Reading? A Meta-Regression Analysis. Studies in Second Language Acquisition, 1-28. doi:10.1017/S0272263119000688
Zhang, Z., & Webb, S. (2019). The effects of reading bilingual books on vocabulary learning. Reading in a Foreign Language, 31(1), 108–139.
DOI: http://dx.doi.org/10.21093/ijeltal.v7i1.1246
Refbacks
- There are currently no refbacks.
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) by http://ijeltal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstracting and Indexing
Contact Us: IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics;
Address: Faculty of Teacher Training and Education, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Jl. H.A.M. Rifadin, Samarinda, Kalimantan Timur, Indonesia. Email: ijeltalj@gmail.com