The Use of Dictionaries, Glosses, and Annotations to Facilitate Vocabulary Comprehension for L2 Learners of Russian

摘要: The Use of Dictionaries, Glosses, and Annotations to Facilitate Vocabulary Comprehension for L2 Learners Russian Elizabeth Christel Todd Center Language Studies, BYU Master Arts Technology is changing education. Just 30 years ago, instructors were using slow, inefficient technology such as projectors reels film, whereas today they have instant access video from anywhere in the world. This capability has potential change way that language being taught learned. Instead students relying solely on their teacher textbook linguistic input, Internet which holds a seemingly endless amount information. study was inspired by belief it possible maximize benefit availability implementing theory people learn best when comprehensible input (Buri, 2012; Crossley, Allen, & McNamara, Krashen, 1985; Shintani, Zarei Rashvand 2011). It also implements some second-language acquisitions theorists subtitled provides learners with more than non-subtitled alone (Borras Lafayette, 1994; Chun Plass, 1996; Danan, 2004; Di Carlo, 1994). Thus, this used interactive investigate effects three word definition types participants’ vocabulary comprehension involved selection 120 (L2)words equal difficulty randomly sorted into one four groups – treatments control group. Each treatment group contained words different type English (L1): dictionary definitions, provided viewers would find bilingual dictionary; glosses exact meaning only pertains given context; annotations an explanation clarify word’s use contexts or its non-traditional uses. Participants totaled 53 men women ages 18-30 4 countries, US, Canada, Germany, Sweden, who advanced Russian. To pretest, subjects took then all watched film subtitles, immediately followed posttest. Results showed most conducive gains, glosses, no definition, respectively. Although not case participants, outcome did hold majority, several reasons are discussed.