The effects of hypertext glosses on L2 vocabulary acquisition: a meta-analysis
نویسندگان
چکیده
منابع مشابه
L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning
This study examined the effectiveness of L1 and L2 glosses on incidental vocabulary learning in a multimedia environment. The investigation included the effects of additional pictorial cues in L1 and L2 glosses, and how these additions affect vocabulary learning. The analyses of a mixed design repeated measures 2 (L1, L2) X 2 (picture, no picture) X 2 (immediate test, delayed test) analysis of ...
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In recent years there has been a growing interest to incorporate hypertext glosses into L2 reading materials and accordingly, it has provoked researchers to uncover to what extent and under which moderator variables a specific type of gloss yields more effective outcomes than other types of glossing. The present meta-analysis attempts to examine the magnitude of the effect of different gloss ty...
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This study builds on Laufer and Hulstijn’s (2001) motivational-cognitive construct of task-induced involvement in learning vocabulary and addresses itself to its strong claim that the depth of processing is the overriding factor in learning words. The paper first re-examines the effect of processing load and then of task type on the initial learning and retention of words. To do so, 60 EFL lear...
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since the 1960s the age effects on learning both first and second language have been explored by many linguists and applied linguists (e.g lennerberg, 1967; schachter, 1996; long, 1990) and the existence of critical period for language acquisition was found to be a common ground of all these studies. in spite of some common findings, some issues about the impacts of age on acquiring a second or...
15 صفحه اولthe impact of morphological awareness on the vocabulary development of the iranian efl students
this study investigated the impact of explicit instruction of morphemic analysis and synthesis on the vocabulary development of the students. the participants were 90 junior high school students divided into two experimental groups and one control group. morphological awareness techniques (analysis/synthesis) and conventional techniques were used to teach vocabulary in the experimental groups a...
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ژورنال
عنوان ژورنال: Computer Assisted Language Learning
سال: 2011
ISSN: 0958-8221,1744-3210
DOI: 10.1080/09588221.2010.523285