Degree Type

Thesis

Date of Award

2008

Degree Name

Master of Arts

Department

English

First Advisor

Volker Hegelheimer

Second Advisor

Carol A. Chapelle

Third Advisor

Dawn Bratsch-Prince

Abstract

The following is an exploratory study investigating the difference in the incidental vocabulary learning (or recall) of Spanish vocabulary while reading for comprehension. A secondary area of investigation is the influence of learner characteristics on gloss access. High-intermediate/low-advanced Spanish students from two sections of the same Spanish course at an American university participated in this study. One group of participants was provided traditional English marginal glosses to the left of the reading while the second group of students was provided with computer-assisted language learning (CALL) glosses. The participants took three constructed response vocabulary post-tests in the following three weeks and a constructed response reading comprehension test upon completion of the reading task. The results were ultimately inconclusive, but indicated that there was no significant difference between word recall and gloss presentation, and that gloss access is to some extent positively related to language proficiency.

DOI

https://doi.org/10.31274/rtd-180813-16621

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Thomas Michael Lage

Language

en

Proquest ID

AAI1454699

OCLC Number

268674617

ISBN

9780549688211

File Format

application/pdf

File Size

84 pages

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