The Effects of Gloss Language on L2 Vocabulary Learning from Reading

Abstract The optimal amount of first language (L1) and second language (L2) to use in L2 learning has been constantly debated (e.g., Cummins, 2007; Hall & Cook, 2012). This study situated the debate of L1 and L2 use in the context of vocabulary learning from reading by examining the gloss language effect (i.e., L1 vs. L2 glosses). Important factors underexplored in previous gloss language studies, namely target vocabulary's frequency of occurrence (FoO), learners' vocabulary size, and their engagement with glosses, were taken into consideration to provide a more nuanced picture of the effects of gloss language. One hundred and eighteen L2 learners of English read part of a graded reader, where 24 target vocabulary items were embedded. Participants clicked a target item to access its gloss, written either in the participants' L1 or L2. Time spent on reading each gloss was tracked. After reading, participants completed posttests on the recognition and recall of target vocabulary meanings. Results revealed complex interactions among gloss language, target vocabulary FoO, and gloss reading time. The findings highlighted the importance of the adaptive use of L1 and L2 glosses based on factors related to the learning condition and learner characteristics.