Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurence of Unknown Words  

Oleh:

Hulstijn, Jan H. ; HOLLANDER, MEREL ; Greidanus, Tine

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 80 no. 3 (Sep. 1996), page 327-339.
Fulltext: Vol 80 no 3 pp.327-339.pdf (417.54KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/MLJ/80 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Dutch advanced students of French read a French short story in one of three text reading conditions: Marginal Glosses (provision of L1 translations of unknown words), Dictionary (opportunity to use a bilingual dictionary), or Control. After reading, students were tested for their recall of 16 words that had appeared either once or three times in the text. Support was found for the hypothesis that frequency of occurence will foster incidental vocabulary learning more when advanced second language (L2) readers are given the meanings of unknown words through marginal glosses or when they look up meanings in a dictionary that when no external information concerning unknown words' meanings is available. In the former case, reappearance of a word will reinforce the form-meaning connection in the reader's mental lexicon. In the latter case, readers will often ignore unknown words or incorrectly infer theirmeanings, which will limit the frequency effect. This article ends with recommendations for teachers and researchers.

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