REVIEW OF THE IMPACT OF TEXTUAL GLOSSES ON VOCABULARY LEARNING

This study aims to investigate the role of textual glosses on English vocabulary learning as second language. It used experimental, descriptive and analytical method. The study sample included (80) university students who were randomly divided into three groups: L1 group, L2 group and non-gloss group. All groups were subjected to pre-test and posttest. Following statistical analysis, 64% of students have failed and 36% participants have passed. This indicates that the participants have real difficulties related to unfamiliar words. The researcher recommends that syllabus designers and material developers as well as English teachers and instructors to consider textual glosses while designing or teaching. تيًار تغلك تيزيلجًلاا تيىغللا ثادزفولا نلعح يلع تيوجعولا دراسولا رود تفزعه يلا تسارذلا فذهح . يفصىلا يبيزجخلا جهٌولا تسارذلا مذخخسا يليلحخلا . دذع يلع تسارذلا تٌيع جلوخشا ( 80 ) ثاعىوجه دلار يلا تيئاىشع تقيزطب نهويسقح نح ييذلاو تبلاطو ابلاط : جقلح يلولاا تعىوجولا ييخقزطلا يه يا يقلخح نل تزلازلا اها تعىوجولا اوٌيب تيزيلجًلاا تغللاب احزش تيًازلا تعىوجولا جقلح اوٌيب تيبزعلا تغللاب ةذيذجلا ثاولكلا حزش . يذعبو يلبق رابخخا يلا ثاعىوجولا لك جعضخ . ىا يلا ذحابلا لصىحو 64 جغلب حاجٌلا تبسً 36 % % بىسزلا تبسً جغلب اوٌيب 64 % ذعب تفىلاه زيغلا ثاولكلاب قلعخي اويف تقيقح تبىعص ىىهجاىي ييكراشولا ىا يلا زيشي اوه ليلحخلا ءازجا . جهاٌولا يحقٌه و يووصه ذحاباا يصىي سيرذخلا وا جهاٌولا نيوصح تيلوع ءاٌرا تيوجعولا دراسولا رابخعلاا يف اىعضي ىا تيزيلجًلاا تغللا يهجىهو يولعهو . INTRODUCTION Vocabulary knowledge is considered the key ingredient in successful reading. The direct link between vocabulary and reading has been made in L2 research in that vocabulary enhances reading comprehension and reading in turn increase vocabulary knowledge. It was reported that L2 learners are often reluctant to read ( Day & Bamford,( 1998) because they regard reading as an unpleasant and painful process to the extent that the lack of reading leads to the lack of vocabulary that is a big problem for L2 learners. Furthermore, it is necessary for EFL learners to read without using dictionary to enjoy reading and to overcome feeling of frustration by unknown words. It is mentioned that one of the major factors in unsuccessful reading can be a lack of noticing. In his Noticing Theary, Schmidt (1995) emphasizes that conscious attention is necessary for learning and noticing is generally the first stage of learning. It is highly possible that during reading, the readers fail to notice unknown words learning will not occur. Numerous researches (e.g; Yoshii, 2006; Nation, 2002) referred to glossing as one of the most effective tools for increasing noticing that enhances vocabulary learning among EFL learners. Nation (2002 pp.174-175) defines gloss as “a brief definition or synonym of unknown words provided in text in L1 or L2. According to Paribakht and wesche (1999), Parry (1997), and Watanabe (1997), glossing is necessary since the problems raised from extensive reading. Glosses are considered as a very useful tools which facilitate reading in a foreign language (Watanabe,1997). Using the gloss is easier and minimizes the interrupts of reading flow compared to using dictionary that is time-consuming and interrupts the process (Ko, 2005; Nation, 2002). INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE, LITERATURE AND TRANSLATION STUDIES (IJELR) A QUARTERLY, INDEXED, REFEREED AND PEER REVIEWED OPEN ACCESS INTERNATIONAL JOURNAL http://www.ijelr. in (Impact Factor : 5.9745 (ICI) KY PUBLICATIONS