| Summary: | 碩士 === 銘傳大學 === 應用英語學系碩士班 === 93 === Language learners are often impeded by large amount of unfamiliar words in language acquisition, especially in reading where written text is considered the major source of vocabulary development. As a result, the current study aims to examining the effects of devices such as single glosses and multiple-choice glosses in reading text on vocabulary learning. This is a 3 X 2 factorial design of two major factors with three levels of gloss type and two levels of test formats. 120 vocational high school students participating in this study were randomly assigned to one of the six cells. Participants were tested on immediate posttest, first delayed posttest, and second delayed posttest. The findings indicated that students read a passage with target words glossed in the margin, either aided by single glosses or multiple-choice glosses, performed significantly better on the three unexpected vocabulary posttests than their counterparts who read the same text without any glosses (p < .01). Based on the two-week period of lexical retention, a tendency was found that single glosses were more conducive to short-term lexical memory while multiple-choice glosses were to long-term lexical memory. In addition, the meanings of unknown words presented in context for both glossing conditions were recalled in higher amount than those tested in isolation; F(1,114) = 3.93, p = .05. Therefore, it is suggested that both single glosses and multiple-choice glosses can be used to enhance students’ vocabulary learning. However, teachers might need to review the acquired words regularly for the use of single gloss and be cautious of incorrect inferring when using multiple-choice glosses. Finally, teachers may present the new words in context to enhance students’ recall of the acquired words.
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