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Language Teaching Research
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The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention

Susanne Rott

Department of German, University of Illinois at Chicago

Jessica Williams

Department of English, University of Illinois at Chicago

Richard Cameron

Department of English, University of Illinois at Chicago

The objective of the study was to determine the effect on lexical acquisition and retention of: (a) L1 multiple-choice glosses, (b) L2 text reconstruction with opportunities to recheck input and (c) combined treatments. These treatments were chosen for the following reasons: multiple-choice glosses are said to require ‘mental effort’, increasing the likelihood of retention. Reconstructing the text in the L2 may prompt learners to notice ‘holes’ in their lexicon and focus their attention on subsequent input. Seventy-six fourth-semester learners of German read a text in one of the four conditions (3 experimental; 1 control). Productive and receptive word gains were tested immediately after the treatment and again five weeks later. Findings suggest that the multiple-choice gloss treatment resulted in significantly deeper productive and receptive word gains immediately after the treatment. A significant receptive word gain was retained for five weeks only for the combined treatment condition.

Language Teaching Research, Vol. 6, No. 3, 183-222 (2002)
DOI: 10.1191/1362168802lr108oa
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N. Schmitt
Review article: Instructed second language vocabulary learning
Language Teaching Research, July 1, 2008; 12(3): 329 - 363.
[Abstract] [PDF]