The Naive Lexical Hypothesis: Evidence from Computer-Assisted Language Learning

Bland, Susan Kesner; Noblitt, James S.; Armington, Susan; Gay, Geri

doi:10.2307/328518

Cited by 7 publications

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“…Computers can be an effective tool for both glossing use and research on glossing (e.g., Blohm, 1987). In computer assisted instruction, students who encounter unknown vocabulary items could access a gloss and a list could be kept of the glosses which students accessed (Bland, Noblitt, Armington, & Gay, 1990). Such a list would provide educators and students with valuable information; for example, it might provide clues about students' reading strategies.…”

Section: And Discussionmentioning

confidence: 99%

What Lurks in the Margin: Use of Vocabulary Glosses as a Strategy in Second Language Reading

Jacobs¹

1994

Issues in Applied Linguistics

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Section: And Discussionmentioning

confidence: 99%

What Lurks in the Margin: Use of Vocabulary Glosses as a Strategy in Second Language Reading

Jacobs¹

1994

Issues in Applied Linguistics

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“…White, 1991; see also discussion in Gass & Selinker, 2008). Studies of vocabulary development also show that beginning learners typically form naïve lexical hypotheses, assuming that every L2 word has an exact L1 equivalent (Bland, Noblitt, Armington, & Gay, 1990), and that guesses about new L2 word meanings are often influenced by resemblances to L1 forms (Haastrup, 1991). Investigations of learners' strategy preferences indicate that the use of bilingual dictionaries is popular (Schmitt, 1997) and translating into L1 is seen as a helpful exercise (Lawson & Hogben, 1996;Laufer & Girsai, 2008).…”

Section: Support For a Cla-focused Pedagogymentioning

confidence: 99%

First and second language knowledge in the language classroom

Horst

White²,

Bell³

2010

International Journal of Bilingualism

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This feasibility study investigated how language instruction can be designed to help learners build on first language (L1) knowledge in acquiring a new language. It seems likely that learners will benefit from activities that draw their attention to features of their L1, but attempts to bridge the first and second language (L2) curricula often break down because the teachers typically work in isolation and are uncertain how to proceed. We attempted to address these problems by designing a series of cross-linguistic awareness (CLA) activities to be implemented on a trial basis with 48 young francophone learners of English (age 9—10 years) at a school in Montreal, Quebec. We observed language instruction in their French (L1) classes and identified features and themes that lent themselves to reinvestment in their English (L2) classes. Then 11 CLA teaching packages were developed and piloted with in an intensive year-long English as a second language (ESL) program. Classroom observations, interviews with both L1 and L2 teachers, and learner journal responses indicated that the activities were well received and that CLA instruction can usefully address a wide variety of linguistic features. Problems highlighted by the study are discussed; we also outline new research that will explore whether this promising experimental pedagogy leads to distinct language learning benefits.

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“…They claim that glossing may be more helpful for authentic texts while modified texts do not need it. Bland, Noblitt, Armington, and Gay (1990) argue for a developmental relationship between proficiency level and the effects of glossing. They found that learners with high L2 proficiency preferred L2 glosses instead of L1 glosses.…”

Section: Review Of Literaturementioning

confidence: 99%

The effects of accessing L1 versus L2 definitional glosses on L2 learners’ reading comprehension and vocabulary learning

Arpaci¹

2016

Eurasian Journal of Applied Linguistics

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This study was conducted to investigate the effects of different types of glosses and no-gloss condition on second language vocabulary learning. There were totally 81 high school students involved in the study, and they were randomly divided into three groups: L1-gloss group, L2-gloss group, and No-gloss group. These three groups were subjected to three main tests: reading comprehension test, immediate vocabulary test, and delayed vocabulary test. They were also asked to complete a student opinion questionnaire to examine their opinions about the use of the glosses and the types of glosses. In order to find out the differences in these test scores for three different groups, a one-way between-groups ANOVA with planned comparisons and a mixed between-within ANOVA were conducted. Secondly, word retention was tested by looking at the difference in the number of words gained between immediate vocabulary test and delayed vocabulary test again through the same mixed between-within ANOVA. Results indicated that there was a significant difference between glossed and no gloss groups on each test. For each condition, L1 gloss group had the highest mean score followed by L2 gloss group. It was also found that there was a significant decrease in the scores for each gloss condition after a two-week time interval. The results of the student opinion questionnaire revealed that students prefer glosses in reading texts by mostly favouring L1 glosses over L2 glosses.

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The Naive Lexical Hypothesis: Evidence from Computer-Assisted Language Learning

Cited by 7 publications

References 0 publications

What Lurks in the Margin: Use of Vocabulary Glosses as a Strategy in Second Language Reading

What Lurks in the Margin: Use of Vocabulary Glosses as a Strategy in Second Language Reading

First and second language knowledge in the language classroom

The effects of accessing L1 versus L2 definitional glosses on L2 learners’ reading comprehension and vocabulary learning

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