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    The Effect of Glossing on EFL Learners' Incidental Vocabulary Learning in Reading
    (ELSEVIER SCIENCE BV, 2016) Erturk, Zeynep Ozdem; Mirici, IH; Erten, IH; Oz, H
    Glossing is a technique which is used to aid reading comprehension and vocabulary learning. The aim of the present study is to investigate the effect of glossing on incidental vocabulary learning of learners with low English proficiency. In addition to gloss and no-gloss comparison, different types of glosses, L1 and L2, were compared as well in terms of their effect on incidental vocabulary learning. For this comparison, no-glossed, L1-glossed and L2-glossed versions of a reading text were used. A total of 126 preparatory school students at Nigde University participated in the study and they were randomly assigned into one of the groups of L1 gloss, L2 gloss and no-gloss. After they read the text, they were given an immediate post-test, a multiple choice vocabulary test. They took the same test two weeks later as a delayed post-test. The participants also completed a student opinion questionnaire about their preference and usage of glosses. The results of the vocabulary tests indicated that, L1 gloss group significantly outperformed L2 gloss group and no-gloss group was significantly better than L2 gloss group. The survey results also indicated that participants preferred glosses in reading and they gave preference to L1 glosses. The results of the study may have some implications suggesting that L1 glosses were especially beneficial for learners with low English proficiency. (C) 2016 The Authors. Published by Elsevier Ltd.
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    The Effects of Receptive and Productive Learning Tasks on EFL Learners' Knowledge of Collocation and Meaning
    (Hacettepe Univ, Elt Dept, 2017) Erturk, Zeynep Ozdem
    Collocations are one of the important components of native speaker competence. For this reason, there have been many studies investigating explicit teaching methods of them. However, most of them did not focus on receptive and productive tasks independently. This study aims to explore the effectiveness of receptive and productive vocabulary tasks on learning collocation and meaning in an EFL setting. Turkish EFL learners participated in the study and they were randomly assigned to receptive task, productive task and control groups. The receptive task group read three glossed sentences for each of the 20 target collocations and the productive task group completed a cloze task. The results showed that both tasks were effective to lead to learning gains in collocation and meaning. Although the results were not significant, the participants in the receptive task group were able to reach higher scores on receptive knowledge of collocation and meaning than on the productive ones. (C) 2017 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).