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A Review of CALL and L2 Reading: Glossing for Comprehension and Acquisition

A Review of CALL and L2 Reading: Glossing for Comprehension and Acquisition

Lance R. Askildson
Copyright: © 2011 |Volume: 1 |Issue: 4 |Pages: 10
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781613506141|DOI: 10.4018/ijcallt.2011100104
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MLA

Askildson, Lance R. "A Review of CALL and L2 Reading: Glossing for Comprehension and Acquisition." IJCALLT vol.1, no.4 2011: pp.49-58. http://doi.org/10.4018/ijcallt.2011100104

APA

Askildson, L. R. (2011). A Review of CALL and L2 Reading: Glossing for Comprehension and Acquisition. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(4), 49-58. http://doi.org/10.4018/ijcallt.2011100104

Chicago

Askildson, Lance R. "A Review of CALL and L2 Reading: Glossing for Comprehension and Acquisition," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, no.4: 49-58. http://doi.org/10.4018/ijcallt.2011100104

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Abstract

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011), the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation (Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010). Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation (Leffa, 1992; Lomicka, 1998; Ko, 2005) and inhibition (Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005), although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing – and particularly multimedia glossing – suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts (Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011).

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