The purpose of this study was to analyze how vocabulary gloss types and learners' reading proficiency would affect Korean language learners' incidental vocabulary learning. It may well be impossible for the L2 learners learning the Korean language as ...
The purpose of this study was to analyze how vocabulary gloss types and learners' reading proficiency would affect Korean language learners' incidental vocabulary learning. It may well be impossible for the L2 learners learning the Korean language as second language to learn about every Korean vocabulary intentionaly. Accordingly, we cannot overlook the effects of vocabulary learning accompanied by 'reading' activities. Thus, this study was aimed at examining how the L2 learners could learn about the Korean vocabulary incidentaly, while they were reading the text with vocabulary glosses. In addition, this study examined which type of vocabulary glosses would be more effective between L1(native) and L2(target) language types, if the vocabulary glosses would have some effects on incidental vocabulary learning, and then, analyzed such effects depending on learners' reading proficiency.
To this end, the researcher sampled 84 Chinese at a intermediate level of commanding the Korean language who were learning the Korean language at a Korean language school attached to a university in Korea, and thereby, divided them into 6 groups according to their reading proficiency and types of vocabulary glosses (Korean, Chinese and no glosses). Then, each group was given some reading text and they were subject to 3 rounds of reading comprehension test. After 3 rounds of test, they were subject to the first ex post facto test without prior notice and a week later, they would be subject to the second ex post facto test without prior notice, too. In such procedures, their short-term memory of incidental vocabulary learning after the first ex post facto test and their long-term memory of incidental vocabulary learning after the second ex post facto test were measured, and thereby, the difference of the incidental vocabulary learning effects were analyzed in reference to the difference of the scored between two rounds of ex post facto tests. The data collected were processed for such descriptive statistics as means and standard deviations, One-way ANOVA, Two-Way ANOVA, Tukey SD ex post facto test and T-test. The results of this study can be summarized as follows;
First, it was found that vocabulary glosses and learners' reading proficiency had significant effects on learners' short-term memory of incidental vocabulary learning. The groups given Korean and Chinese glosses scored significantly higher in the first ex post facto test than the group given no glosses. Accordingly, it was presumed that learning effects would be higher when learners referred to comprehensible 'vocabulary glosses' presented for understanding of the text than when learners guessed the meaning of the vocabulary within the vocabulary glosses. In addition, it was found that the effects of incidental vocabulary learning different depending on learners' reading proficiency were different depending on types of vocabulary glosses. Both upper and lower level sub-groups given Korean or Chinese glosses scored higher than their counterparts (the group given no gloss), but such difference was significant in the upper level sub-group, while it was not significant in the upper level sub-group. Such a result may well have been attributable to the fact that the group less proficient in reading were less able to use the glosse. In case of the group given the Korean glosses, the upper level sub-group scored higher and the lower-level sub-group scored lower, compared with the other two groups. Such finding may well suggest that the more proficient the foreign learners' reading was, the Korean glosses would have more positive effects on the short-term memory of the incidental vocabulary learning.
Second, it was found that vocabulary glosses and learners' reading proficiency had some significant effects on the long-term memory of learners' incidental vocabulary learning. The groups given Korean or Chinese glosses scored significantly higher in the second ex post facto test than the group given no such glosses. And Given the finding that there was found no significant difference of vocabulary learning effects between Korean and Chinese gloss groups in both two rounds of ex post facto tests, it was conceived not that the Chinese glosses corresponded one-to-one to the Korean vocabularies but that they were presented in the same way of defining the vocabularies as the Korean glosses. The results of analyzing the effects of each type of vocabulary glosses depending on learners' reading proficiency were the same as the results of assessing vocabulary learning effects after the first ex post facto test.
Third, It was found that learners' memory of the incidental vocabulary learning did not differ significantly depending on types of vocabulary glosses and learners' reading proficiency. However, breaking down into levels of learners' reading proficiency, it was found that in case of upper level sub-groups, only the Chinese sub-group scored higher significantly. Such finding suggests that the learners with higher reading proficiency endeavored to understand the meaning of the vocabulary, while reading the text with or without the glosses, and therefore, that the effects of their memory of vocabulary learning would sustain longer. In case of lower level sub-groups, the sub-groups given no gloss scored lower, which may well have been attributable to the fact that they were less able to infer the meaning of vocabulary from within the context.
The results of this study may well be reliable because this study conducted, unlike preceding studies using a single round of test, 3 rounds of test, and they may well be differentiated from the preceding studies in that target and native language glosses were set in the same form. In addition, this study may well be significant in that it empirically analyzed the effects of vocabulary glosses on the incidental vocabulary learning through reading, and that it comparatively analyzed the types of effective vocabulary glosses depending on learners' reading proficiency. So, it is hoped that the results of this study will conduce to development of the Korean language textbooks and education for L2 learners, while providing for some basic data useful to researches into learners' effective reading and learning of Korean vocabulary. Lastly, it is hoped that this study will be followed up by future studies which will complement the limits of this study to gain more insights into learners' Korean vocabulary learning.
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