Myong Hee Ko (2012), in her article

Myong Hee Ko (2012), in her article “Glossing and second language vocabulary learning”, presents a remarkable study in providing statistical data regarding Korean learners’ vocabulary acquisition via glosses. In doing so, she uncovers the relationship between learner proficiency and language gloss types and investigates the time effect between immediate and delayed vocabulary tests and adds qualitative information to the corpus of gloss research.
The researcher has given a deep understanding of what she has found with a detailed analysis. She mentioned a lot of previous findings and stated their limitations as well as suggested new issues for further study. She pointed out the importance of glossing in aiding vocabulary learning and assisting reading comprehension with a very brief understanding of a gloss in second language learning in the introduction. So, the necessity of finding out the effects of glossing on second language vocabulary learning with paper-based texts to improve second language vocabulary learning for students is a very important target in this study
One of the strong points of this research is that the researcher has pointed out clearly the aims of the study. Based on the previous findings, four main objectives stated in the study help readers see the succession and development of the research from previous ones. It attempts to further contribute to the existing knowledge of gloss studies as well as investigates the effect of L1 and L2 glosses on a paper-based text.
Firstly, the study attempts to “uncover the relationship between learner proficiency and language gloss types (L1 and L2)”. Because previous studies did not investigate this issue and, as Yoshii (2006) mentioned, it is important to find out whether the effect of L1 and L2 glosses changes depending on learner proficiency levels, the study may be useful information for materials preparation and instruction.
Secondly, the study “investigates the time effect between immediate and delayed vocabulary tests. It is worthwhile knowing the extent to which L2 learners are able to retain incidentally learned words via glossing”. This is because among the three previous studies, only Yoshii (2006) partially studied the time effect between L1 and L2 gloss conditions; however, he did not compare gloss with no-gloss conditions. Therefore, the researcher supposed that “more research into the retention of acquired words via glossing is needed”.
Thirdly, in addition to providing statistical data regarding Korean learners’ vocabulary acquisition via glosses, the study “used follow-up questionnaires that asked learners about their opinions and reactions to glossing, thus adding qualitative information to the corpus of gloss research”. Lastly, the study “adds to paper-based research regarding the existing gloss studies given that Jacobs et al. (1994) conducted the only paper-based experiment among the three previous studies”.
Along with strong points, the study also has some limitations. For this study, research questions are given quite clearly with four main questions. With respect to the question on how participants read the text, most participants answered that they concentrated on the meaning of the story while reading. Those who read texts with glosses added that they looked at the glosses when they came across unknown words. However, almost all participants in the glossed conditions appeared to read the text thinking about the reading comprehension test, not memorizing glosses on purpose. In other words, the participants’ intention was to prepare for the reading comprehension test, so they were focusing their attention on the meaning of the story and learning words incidentally.
In conclusion, this study was conducted to address four research questions. In this part, the author gave the answers to all research questions as well as explanation of why the results were as they were. The answer to the first question, for example, is that on the immediate vocabulary test, those in the glossed condition performed significantly better than the no-gloss group but when regarding comparison between L1 and L2 glossing, there was no significant difference between the groups. The author claimed that the reason why learners performed better on the glossed text may be related to the effects of input modification and guessing words from context, as in the no-gloss condition, may not be as effective as reading while looking at glosses.
As mentioned above, this research compared no-gloss with glossed texts as well as L1 and L2 glossed texts and is a partial replication of Jacobs et al (1994). This present study is well-supported by the previous research.
After analyzing the data, explaining the results to arrive a conclusion, the author also provided three suggestions for further research. On the whole, further research following from these inquiries may help researchers draw clearer conclusions about glossing and L2 vocabulary learning, thus guiding teache

Kết quả (Việt) 1:

Myong Hee Ko (2012), in her article “Glossing and second language vocabulary learning”, presents a remarkable study in providing statistical data regarding Korean learners’ vocabulary acquisition via glosses. In doing so, she uncovers the relationship between learner proficiency and language gloss types and investigates the time effect between immediate and delayed vocabulary tests and adds qualitative information to the corpus of gloss research.The researcher has given a deep understanding of what she has found with a detailed analysis. She mentioned a lot of previous findings and stated their limitations as well as suggested new issues for further study. She pointed out the importance of glossing in aiding vocabulary learning and assisting reading comprehension with a very brief understanding of a gloss in second language learning in the introduction. So, the necessity of finding out the effects of glossing on second language vocabulary learning with paper-based texts to improve second language vocabulary learning for students is a very important target in this studyOne of the strong points of this research is that the researcher has pointed out clearly the aims of the study. Based on the previous findings, four main objectives stated in the study help readers see the succession and development of the research from previous ones. It attempts to further contribute to the existing knowledge of gloss studies as well as investigates the effect of L1 and L2 glosses on a paper-based text. Firstly, the study attempts to “uncover the relationship between learner proficiency and language gloss types (L1 and L2)”. Because previous studies did not investigate this issue and, as Yoshii (2006) mentioned, it is important to find out whether the effect of L1 and L2 glosses changes depending on learner proficiency levels, the study may be useful information for materials preparation and instruction.Secondly, the study “investigates the time effect between immediate and delayed vocabulary tests. It is worthwhile knowing the extent to which L2 learners are able to retain incidentally learned words via glossing”. This is because among the three previous studies, only Yoshii (2006) partially studied the time effect between L1 and L2 gloss conditions; however, he did not compare gloss with no-gloss conditions. Therefore, the researcher supposed that “more research into the retention of acquired words via glossing is needed”.Thirdly, in addition to providing statistical data regarding Korean learners’ vocabulary acquisition via glosses, the study “used follow-up questionnaires that asked learners about their opinions and reactions to glossing, thus adding qualitative information to the corpus of gloss research”. Lastly, the study “adds to paper-based research regarding the existing gloss studies given that Jacobs et al. (1994) conducted the only paper-based experiment among the three previous studies”.Along with strong points, the study also has some limitations. For this study, research questions are given quite clearly with four main questions. With respect to the question on how participants read the text, most participants answered that they concentrated on the meaning of the story while reading. Those who read texts with glosses added that they looked at the glosses when they came across unknown words. However, almost all participants in the glossed conditions appeared to read the text thinking about the reading comprehension test, not memorizing glosses on purpose. In other words, the participants’ intention was to prepare for the reading comprehension test, so they were focusing their attention on the meaning of the story and learning words incidentally.In conclusion, this study was conducted to address four research questions. In this part, the author gave the answers to all research questions as well as explanation of why the results were as they were. The answer to the first question, for example, is that on the immediate vocabulary test, those in the glossed condition performed significantly better than the no-gloss group but when regarding comparison between L1 and L2 glossing, there was no significant difference between the groups. The author claimed that the reason why learners performed better on the glossed text may be related to the effects of input modification and guessing words from context, as in the no-gloss condition, may not be as effective as reading while looking at glosses. Như đã đề cập ở trên, nghiên cứu này so no-bóng với văn bản glossed L1 và L2 glossed văn bản và một bản sao một phần của Jacobs et al (1994). Nghiên cứu hiện này là cũng được hỗ trợ bởi các nghiên cứu trước đó.Sau khi phân tích dữ liệu, giải thích các kết quả để đi đến một kết luận, tác giả cũng cung cấp ba gợi ý cho nghiên cứu thêm. Nhìn chung, nghiên cứu sâu hơn sau từ những yêu cầu có thể giúp các nhà nghiên cứu đưa ra kết luận rõ ràng hơn về glossing và học tập từ vựng L2, vì thế hướng dẫn teache