8657پ

The Effects of Text Type, Text Length and Text Difficulty on Vocabulary Retention through Glossing

كارشناسي ارشد

آموزش زبان انگليسي

دانشگاه پيام نور

1392

127ص

جعفري گهر، منوچهر

سليماني،حسن

88-78ص

Glossing, Vocabulary Retention, Text Type, length and difficulty

تديني فر، مجتبي , عنوان , دانشگاه پيام نور/ تهران جنوب

Vocabularyundoubtedly is one of the most important building blocks of any language.Despite spending so much time on vocabulary learning students cannot recall the vocabulary items when they need them and this may make language learning a difficult endeavor. As a result, the current study aims at examining the effects of glossing on different types of texts with different difficulty levels and varying lengthson vocabulary retention. This areahad not been examined by previous research, so the present study addressed this important aspect in the glossing strand of research by utilizing a quasi-experimental within subject design that allowed a multiple comparison of the participantsʹ performance. Two different types of text namely expository and narrative, three difficulty levels namely easy, standard and difficult and two text lengths including short and long were utilized,so there were 12 texts. Forty-five language learners who participated in this study were exposed to the texts and then took the posttest to see if there was a significant difference among their performance and if yes in which situation they could retain the vocabulary items better.Repeated measures ANOVA indicated that there were significant differences in vocabulary retention of the students (F 7.72), p= .05.To see the exact place of differencepost-hoc analysis Tukey testwas run.The findingsindicated that the texts which were short with regard to the length, easy with regard to the difficulty, and expository with regard to the type helped students retain the glossed words better than other texts. The findingsfurtherindicated that those texts which were short, difficult and narrativedid not help students retain the vocabulary items as much as short, easy and expository types did. A discrepancy could be observed regardingthe effect of length, in one case, short texts could help students retain the words and in the other it could not. This implied thatto decide whether to utilize glossing in reading texts or not, length by itselfcannot be used as a determining factor.

Chapter 1: Introduction. Chapter 2: Review of Literature. Chapter 3: Methodology. Chapter 4: Results of Data Analysis. Chapter. 5: Discussions and Conclusions

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