Abstract:
Reading in a second language (L2) depends on the single most important factor vocabulary knowledge. However, second language learners face a large number of unknown
vocabulary items they encounter when a text either in print mode or on computer screens
read. This problem is severer when low proficiency learners are considered. Often the
solution is provided by creating or providing glosses either in the learners' first language or
in the target language. To investigate the problems encountered by these learners in a
computer assisted language learning environment as a result of lack of vocabulary
knowledge and to help enhance the incidental acquisition of second language (L2)
vocabulary, this study was established to investigate the effectiveness of first language
glosses (L1) and (L2) glosses in promoting incidental vocabulary acquisition and retention
in a computer assisted language learning environment. 64 freshmen from the Faculty of Arts
of the University of Jaffna, Sri Lanka participated in the study. The participants read a
passage on computer screens with 18 highlighted target words which were pretested and
found to be unknown to the participants. 9 of the target words were glossed in L1 meaning and
the other 9 in L2 meaning using the special software developed for this study. The results of
the t-tests employed on the data collected through the post tests revealed that L1 glosses are
more effective than L2 glosses in promoting incidental vocabulary acquisition and retention
in a computer assisted language learning environment and the difference is statistically
highly significant.
