Developing Vocabulary Achievement through Using Different Gloss Types: Single Glossing in L1 and L2 Versus Multiple-Choice Glossing

Vocabulary learning is a key point in language acquisition and teachers’ role is to find a proper way to teach lexicon to the learners. Glossing is one of the techniques teachers can use to teach vocabulary to learners. This study aims to find which glossing type, single translation in L1, single translation in L2 or multiple-choice glossing is more beneficial for vocabulary learning through reading. Four intact groups from general English learners at Islamic Azad UniversityTabriz Branch were selected for this study. They were chosen by a modified TOEFL Test and a vocabulary test to be sure of their homogeneity. Teacher as the researcher modified the texts with L1, L2, and multiple choice translations. In the control group, teacher explained about the meaning of every vocabulary in English and even Persian or Turkish. Synonyms and antonyms were provided for every vocabulary. In the other groups, besides the method used in the control group other techniques were used. In the first experimental group, the meaning of unknown words was provided in Persian in the margins of the text. In the second experimental group, the meaning of unknown words was provided in English in the margins. In the third experimental group, four items in English were provided for every vocabulary and students should guess the correct meaning. The participants took four vocabulary tests: 1) pretest; 2) immediate posttest; 3) posttest one week later; and 4) delayed posttest one month later. The results showed that single translation gloss type in L1 was more effective than the other glossing types. The results state that glossing is helpful for learning vocabulary and enhancing incidental noticing, so language teachers are recommended to use this technique in their classes.