Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education

<p>The present study deals with two types of L2 glosses, namely dynamic and traditional text-based glosses. The former were presented to students as a set prompts designed help learners identify the correct keyword, whereas latter introduced annotations containing L1 equivalents. A third control group was included in study. Particularly, focus is compare effects these glosses Primary Education EFL. During treatment session glossing groups three short texts some unknown words. After treatment, tested terms both receptive productive knowledge Testing carried out immediately weeks after treatment. results immediate delayed post tests revealed superiority condition over regards vocabulary knowledge.</p>