Effects Of CALL Glosses On Vocabulary Acquisition In Reading

This research aims to investigate the effects of three types of CALLglosses (CALL L1single glosses, CALL L1multiple-choice glosses, noglosses) on reading comprehension and vocabulary acquisition fromthe two perspectives—the breadth of vocabulary knowledge and thedepth of vocabulary knowledge for senior high school students and itseeks to answer the following two research questions:(1) How do different CALL glosses affect the breadth and depth ofvocabulary knowledge in the immediate and delayed tests?(2) Is there a relationship between the use of different CALL glossesand reading comprehension for the high students?As the participants,90senior one students were randomlyassigned to three groups read the same passage with one of threetypes of CALL glosses on the computer. After reading a hypertext, theywere required to take a reading comprehension test (RCT), a test of thebreadth of word knowledge (BT) and a test of the depth of wordknowledge (DT) in the immediate test and take BT and DT in thedelayed test. In order to make the result more convincible, theexperiment conducted twice with two different passages. By analyzingthe collected data, the researcher finds:1) The type of CALL L1multiple-choice glosses is the most effectiveway to enhance the depth of vocabulary knowledge in vocabularylearning through reading in both the immediate and the delayedretention testing sections and it is also the most effective in delayedretention of the breadth of word knowledge with more intentionallylearning.2）CALL L1single glossing is the most effective in enhancing theimmediate retention of the breadth of word knowledge.3) A better understanding of the CALL reading material lead to a higher rate of vocabulary acquisition in terms of the breadth of wordknowledge. However, it doesn’t guarantee a higher rate of thevocabulary acquisition of the depth of word knowledge.The researcher explains the results with the Noticing Hypothesis, theDepth of Processing Hypothesis and the Involvement Load Hypothesisand puts forward implications for the research and the field of foreignlanguage teaching.