Electronic Thesis and Dissertation Repository

Degree

Master of Arts

Program

Education

Supervisor

Dr. Stuart Webb

Abstract

This paper focuses on the effects of reading bilingual books on vocabulary learning. Eighty-three English as Foreign Language (EFL) learners in China read different versions of the same text: English-only text, English text with target words glossed, English version text followed by the Chinese version, and Chinese version text followed by the English version. A pretest, immediate posttest, and delayed posttest were created to measure the incidental learning of unknown vocabulary. The findings show: (a) All four groups made significant gains in lexical knowledge through completing the treatments, (b) Those who read glossed text and bilingual text had significantly durable knowledge gain, (c) The mean scores of participants who read glossed text and read the English version of the text before the Chinese version were significantly higher than the scores of participants who only read the English version of the text in the immediate posttest, (d) The knowledge gains of participants who read bilingual texts were significantly higher on the delayed posttest than those who only read the English version of the text.


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