Academic Journal
Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education
| العنوان: | Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education |
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| المؤلفون: | Alcaraz Mármol, Gema |
| المساهمون: | Agencia Estatal de Investigación |
| بيانات النشر: | Universitat Politècnica de València |
| سنة النشر: | 2021 |
| المجموعة: | Universitat Politécnica de Valencia: RiuNet / Politechnical University of Valencia |
| مصطلحات موضوعية: | L2 vocabulary acquisition, Dynamic glosses, Primary education |
| الوصف: | [EN] The present study deals with two types of L2 glosses, namely dynamic and traditional text-based glosses. The former were presented to students as a set of prompts designed to help learners identify the correct keyword, whereas the latter were introduced as traditional annotations containing L1 equivalents. A third control group was included in the study. Particularly, the focus is to compare the effects of these two types of glosses in Primary Education students of EFL. During the treatment session the dynamic glossing and the traditional glossing groups were presented three short texts with some unknown words. After the treatment, the three groups were tested in terms of both receptive and productive knowledge of the unknown words. Testing was carried out immediately and some weeks after the treatment. The results of immediate and delayed post tests revealed the superiority of the dynamic condition over traditional glossing and the control group as regards the two types of L2 vocabulary knowledge. ; This work was supported by the Spanish National Research Agency (AEI) through project LaTe4PSP (PID2019-107652RB-I00/AEI/10.13039/501100011033). ; Alcaraz Mármol, G. (2021). Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education. Revista de Lingüística y Lenguas Aplicadas. 16(1):1-10. https://doi.org/10.4995/rlyla.2021.14691 ; 1 ; 10 ; 16 ; 1 ; Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning. Unpublished doctoral dissertation, The Pennsylvania State University, University Park, PA, USA. Retrieved from: https://etda.libraries.psu.edu/paper/11063 ; Alcaraz-Mármol, G. & Almela, Á. (2013). "The Involvement Load Hypothesis: Its effect on vocabulary learning in Primary Education". Revista Española de Lingüística Aplicada 26, 11-24. ; Ahmad, S.Z. (2019). "Multimedia glosses for enhancing EFL students' vocabulary acquisition and retention". English Language Teaching 12/12, 46-58. https://doi.org/10.5539/elt.v12n12p46 ... |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | English |
| تدمد: | 1886-2438 1886-6298 |
| Relation: | Revista de Lingüística y Lenguas Aplicadas; info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-107652RB-I00/ES/TECNOLOGIAS DEL LENGUAJE PARA LA PROVISION DE SERVICIOS PERSONALIZADOS/; https://doi.org/10.4995/rlyla.2021.14691; urn:issn:1886-2438; http://hdl.handle.net/10251/169075; urn:eissn:1886-6298 |
| DOI: | 10.4995/rlyla.2021.14691 |
| الاتاحة: | http://hdl.handle.net/10251/169075 https://doi.org/10.4995/rlyla.2021.14691 |
| Rights: | http://creativecommons.org/licenses/by-nc-nd/4.0/ ; info:eu-repo/semantics/openAccess |
| رقم الانضمام: | edsbas.6F0830EC |
| قاعدة البيانات: | BASE |
| تدمد: | 18862438 18866298 |
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| DOI: | 10.4995/rlyla.2021.14691 |