Do reading times predict word learning? An eye–tracking study with novel words

IF 4.2 1区 文学 Q1 LINGUISTICS Studies in Second Language Acquisition Pub Date : 2024-11-04 DOI:10.1017/s0272263124000585
Irina Elgort, Elisabeth (Lisi) Beyersmann
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Abstract

Theories of learning and attention predict a positive relationship between reading times on unfamiliar words and their learning; however, empirical findings of contextual learning studies range from a strong positive relationship to no relationship. To test the conjecture that longer reading times may reflect different cognitive and metacognitive processes, the need to infer novel word meanings from context was deliberately manipulated. One hundred and two adult first– and second–language English language speakers read sixty passages containing pseudowords while their eye movements were recorded. The passages were either preceded or followed by pseudoword definitions. After reading, participants completed posttests of cued meaning recall and form recognition. Meaning recall was positively associated with (i) individual cumulative reading times and (ii) participants’ general vocabulary knowledge, but not when definitions were provided before reading. Form recognition was unaffected by cumulative reading times. Our findings call for a cautious approach in making causative links between eye–movement measures and vocabulary learning from reading.
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阅读时间能预测单词学习吗?新词眼动追踪研究
学习和注意力理论预测,阅读陌生单词的时间与单词的学习之间存在正相关关系;然而,语境学习研究的实证结果却不尽相同,有的认为两者之间存在很强的正相关关系,有的则认为两者之间没有关系。为了验证 "较长的阅读时间可能反映了不同的认知和元认知过程 "这一猜想,我们特意操纵了从语境中推断新词含义的需要。112 名第一语言和第二语言为英语的成年人阅读了 60 篇包含假词的文章,同时记录了他们的眼球运动。这些段落的前面或后面都有假词定义。阅读结束后,受试者完成了提示意义回忆和形式识别的后测。意义回忆与(i)个人累计阅读时间和(ii)参与者的一般词汇知识呈正相关,但在阅读前提供释义时则不然。形式识别不受累计阅读时间的影响。我们的研究结果表明,在将眼动测量与阅读中的词汇学习联系起来时应谨慎从事。
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来源期刊
CiteScore
8.00
自引率
9.80%
发文量
52
期刊介绍: Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.
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