THE ROLE OF ANNOTATION-TYPE GLOSSARIES IN L2 VOCABULARY ACQUISITION: AN EXPERIMENTAL STUDY
Keywords:
L2, vocabulary acquisition, glossary, annotation, experimental study, language learningAbstract
This article analyzes the role of annotation-type glossaries in enhancing vocabulary acquisition in second language (L2) learning based on an experimental approach. The main objective of the study is to determine how annotation-type glossaries (i.e., glossaries providing brief explanations, translations, or contextual cues) affect learners’ ability to acquire, understand, and retain new vocabulary.
The study involved 60 students who were divided into three groups: annotation-type glossary, explanatory glossary, and control group. The results showed that while annotation-type glossaries facilitate quick comprehension, explanatory glossaries are more effective for long-term retention. The highest results were observed with a combined (hybrid) approach.
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