通过文本增强的视听输入促进多词单元的二语习得:一项眼动追踪研究

IF 1.9 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Second Language Research Pub Date : 2021-10-11 DOI:10.1177/02676583211049741
Eva Puimège, Maribel Montero Perez, E. Peters
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引用次数: 9

摘要

本研究考察了文本增强对学习者从字幕视听输入中注意和学习多词单元的影响。我们采用了一种参与者内部设计,其中28名英语学习者观看了一段包含增强(下划线)和非增强多词单元的字幕视频。使用眼动追踪,我们测量了学习者在字幕中出现的多词单元的在线处理情况。形式回忆前测和后测测量了学习者对目标项目的习得情况。混合效应模型的结果表明,强化项目受到了更大的视觉关注,阅读时间更长,跳过单个单词的次数更少,重读次数更多。此外,视觉注意力的数量和学习几率之间存在正相关关系:固定时间较长的项目,特别是在第一次通过时,更有可能在即时后测中被回忆起来。我们的研究结果为视觉注意力对字幕电视中多词单元的形式回忆的积极影响提供了实证支持。研究结果还表明,在预测学习成绩方面,项目难度和注意力量比文本增强更重要。
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Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study
This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captions. Form recall pre- and posttests measured learners’ acquisition of the target items. The results of mixed effects models indicate that enhanced items received greater visual attention, with longer reading times, less single word skipping and more rereading. Further, a positive relationship was found between amount of visual attention and learning odds: items fixated longer, particularly during the first pass, were more likely to be recalled in an immediate posttest. Our findings provide empirical support for the positive effect of visual attention on form recall of multiword units encountered in captioned television. The results also suggest that item difficulty and amount of attention were more important than textual enhancement in predicting learning gains.
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来源期刊
CiteScore
5.90
自引率
4.20%
发文量
32
期刊介绍: Second Language Research is a high quality international peer reviewed journal, currently ranked in the top 20 journals in its field by Thomson Scientific (formerly ISI). SLR publishes theoretical and experimental papers concerned with second language acquisition and second language performance, and adheres to a rigorous double-blind reviewing policy in which the identity of both the reviewer and author are always concealed from both parties.
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