Promoting L2 Acquisition of Multiword Units through Textually Enhanced Audiovisual Input: An Eye-Tracking Study

Autor/inn/en	Puimège, Eva; Montero Perez, Maribel; Peters, Elke
Titel	Promoting L2 Acquisition of Multiword Units through Textually Enhanced Audiovisual Input: An Eye-Tracking Study
Quelle	In: Second Language Research, 39 (2023) 2, S.471-492 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Puimège, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/02676583211049741
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Recall (Psychology); Phrase Structure; Vocabulary Development; Captions; Video Technology; Reading Processes; Eye Movements; Prediction; Learning Processes; Reading Rate; Correlation; Incidental Learning; Linguistic Input; Language Tests; Comparative Analysis; Programming (Broadcast); Indo European Languages; Undergraduate Students; Native Language; Foreign Countries; Teaching Methods; Belgium + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Abberufung; Phrasenstruktur; Wortschatzarbeit; Untertitel; Leseprozess; Augenbewegung; Vorhersage; Learning process; Lernprozess; Reading readiness; Reading speed; Lesegeschwindigkeit; Korrelation; Inzidentelles Lernen; Sprachbildung; Language test; Sprachtest; Programmgestaltung; Indoeuropäisch; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Belgien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01