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Abstract Abstract: This study investigates the effects of glossing on timed reading comprehension and incidental vocabulary acquisition by conducting a classroom experiment among 232 non-English major sophomores, and also analyzes students’ and teachers’ opinions and reactions towards different types of glosses using a survey and interviews. Results indicated that there was a significant difference between no-gloss and marginal Chinese glosses on the timed reading comprehension test and the latter was more helpful in comprehending the reading passage. Furthermore, glossing has a significant effect on incidental vocabulary acquisition. The effect of vocabulary acquisition was the worst when no gloss provided. The retention of the vocabulary acquired on the delayed test gradually declined, but glossing conditions performed better than no-gloss. Most students showed preference for the reading passages with English-Chinese glosses in the margin, and teachers provided more reasonable explanation for glossing.
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2015, Vol. 0 
