초록 열기/닫기 버튼
The purpose of this study is to investigate how two types of vocabulary glosses (English-Korean glosses and English-English glosses) affected Korean EFL high school students' reading comprehension and vocabulary learning. The subjects consisted of two groups of high school students: high and low proficiency group. Those groups were given eight reading texts with two types of vocabulary glosses. The data came from pre- and post-reading test,and the first and second vocabulary test in each class, which were analyzed using SPSS 12.0. The results of this study indicated that there was the significant effect of English glosses on high proficient students' reading comprehension and both English and Korean glosses on low proficient students' reading comprehension. Second, there was no significant difference between English and Korean glosses on high proficient students' vocabulary learning but Korean glosses rather than English glosses had a more powerful effect on low proficient students' vocabulary learning. Third, English glosses had more significant effects on the retention of the acquired vocabulary,especially for the high proficient students. Instructional implications for the class are provided for English teachers, and also some guidelines for further research are included.
