“TO GLOSS OR NOT TO GLOSS”:AN INVESTIGATION OF READING COMPREHENSION ONLINE

Lara LomickaJan. 1998

TO GLOSS OR NOT TO GLOSS?

Gloss: defining an unfamiliar word, usually in a margin, to aid in comprehension

Goal is to prevent constant dictionary use in FL classrooms, resulting in more fluent reading and better comprehension

Previous study results have been mixed as to whether glossing helps with reading comprehension

NEW GLOSSING?

Previous studies looked mostly at the effect of traditional glossing and vocabulary recall

With access to multimedia, there have been changes to traditional glossing“Invisible and unobtrusive” Includes pictures, sounds, movies, cultureResults in a more global approach to texts

MULTIMEDIA GLOSSING

The author mentions four recent studies

Each demonstrates that students recall vocabulary better with glossing in a multimedia setting

Students also really liked this option

But what about reading comprehension?

GLOSSING AND READING COMPREHENSION

GALT (Glossing Authentic Language Texts) Takes into account the many facets of

reading comprehension6 all togetherGALT provided a glossing type to address each of

the 6 facets

GALT GLOSSING

For instance…Word recognition

Word glossing Intratextual perception

Question control buttonPrior knowledge

Introduction to text and cultural descriptions

ONLINE COMPREHENSION IN L1

A “causal inference” is needed. How do events in the text relate to the

rest of the text? This is tested with

AssociationsParaphrasesExplanationsPredictions

LEVELS OF COMPREHENSION L1

Surface level Just the words

Textbase levelThe meanings of the parts

Situation model Integration of the parts with knowledge

TESTING LEVELS OF COMPREHENSION

“Thinking Aloud”Students verbalize their thoughts after

each sentence or section of text they read.They say what they understood, why they

think what they think, predictions, etcForces students to remember more than

just vocabulary as well!

Very hard for L2 students to reach the situation model. What’s their focus?

THE STUDY

12 French students were divided into 3 groups and asked to read an excerpt from a poem

No glossing

Traditional glossing

Multimedia glossing

THE STUDY

Students were all provided with an introduction to the text.

Students were asked to think aloud in English.

All types of glosses were recorded. For those in Group C, GALT was used.

THE RESULTS

All the “aloud thoughts” were recorded and grouped into four main categories for testing comprehension

Explanations was their main outcome

Students in each group had difficulty sometimes.

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TRACKER DATA

Group B used French annotations more often than English

Group C used English more often!

Even with all of Group C‘s choices, they used the traditional annotations the most.

TRACKER DATA

Pronunciation and grammar glosses were rarely consulted and had little effect on comprehension

Question and reference guides were the most useful for comprehension.

TRACKER DATA

The image gloss was only accessed by one person

They loved it though! It was an explanation without translation.

DISCUSSION

Students really focused on vocabulary. They did not move further than

textbase level. Translation into English does not mean

comprehension!

Why the reliance on traditional gloss?

USEFUL FINDINGS

Multimedia glossing may increase comprehension

Very small sample sizeMay be different now (2008)

Question and reference glosses were most helpful with global comprehension

Shows again that using technology in the FL classroom can be beneficial and enjoyable to students