Numeral Processing in Second Language Oral Reading: An Eye-Tracking Study

Autor/in	Dolgunsöz, Emrah
Titel	Numeral Processing in Second Language Oral Reading: An Eye-Tracking Study
Quelle	In: Reading Matrix: An International Online Journal, 21 (2021) 2, S.133-144 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Numbers; Number Concepts; Second Language Learning; Oral Reading; Eye Movements; Language Processing; English (Second Language); Sentences; Reading Rate; Familiarity; Attention + Suchen Sie Ihr Suchwort? Zahlenraum; Number concept; Zahlbegriff; Zweitsprachenerwerb; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Augenbewegung; Sprachverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Sentence analysis; Satzanalyse; Reading readiness; Reading speed; Lesegeschwindigkeit; Aufmerksamkeit
Abstract	Numbers (i.e. 45) are symbols that are common in reading texts in various forms such as dates, percentages, and quantity expressions. Each digit corresponds to a word, unlike words in which each letter represents a phoneme. Despite their high frequency in reading texts, eye movement research on numeral processing is still rare. Numerals are easy to process in silent reading due to their standard nature in many languages; however, in oral reading, extra effort is required as numerals are pronounced irregularly among several languages. This study aimed to examine processing differences between words and numerals during second language oral reading by using eye-tracking. 40 intermediate non-native speakers were tested under same three text conditions (familiar words, non-words, and numerals) while their eye movements were recorded. Results showed that the participants spent a considerable amount of time processing numerals when compared to words and non-words. Additionally, numerals caused more regressions and were revisited more causing slower reading performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01