This study examined whether the reading passages in the new series of English-language textbooks for high-school students in Vietnam fostered reading comprehension and incidental vocabulary acquisition through reading by looking at four factors: the number of unfamiliar words in the texts, the importance of these words for text comprehension, the…

This study investigated whether words that are glossed (defined) in a second language text correspond to the words that readers of differing ability find difficult. It examined: (1) whether marginal glosses provide assistance to students of first-, second-, and third-semester college French in their comprehension of authentic text, as measured by…