The Effect of Different Vocabulary Coping Strategies on Incidental Vocabulary Acquisition: An Eye Tracking Study

Autor/inn/en	Prichard, Caleb; Atkins, Andrew
Titel	The Effect of Different Vocabulary Coping Strategies on Incidental Vocabulary Acquisition: An Eye Tracking Study
Quelle	In: Reading Matrix: An International Online Journal, 21 (2021) 2, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Vocabulary Development; Coping; Incidental Learning; Eye Movements; English (Second Language); Second Language Learning; Reading Strategies; Inferences; Recall (Psychology); Short Term Memory; Cues; Dictionaries; Undergraduate Students; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Bewältigung; Inzidentelles Lernen; Augenbewegung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Reading strategy; Leselernstufe; Lesetechnik; Inference; Inferenz; Abberufung; Kurzzeitgedächtnis; Stichwort; Dictionary; Wörterbuch; Ausland
Abstract	Studies have shown that vocabulary can be acquired in second language reading, but researchers have not explicitly examined which vocabulary coping strategies lead to higher rates of vocabulary learning. This study aims to fill this gap by examining the effect of various strategies using eye tracking and navigation tracking. The strategies examined include reviewing the context surrounding the novel word, dictionary use, and simply reading on. Scores of an unannounced vocabulary exam with 16 pseudowords from the text were used to examine how the scores may have been correlated to the eye movement and navigation data. The data examined included whether and how much target words were fixated on, contexts were read and reviewed, and dictionaries entries were viewed. The findings showed that making regressions to review the context can lead to correctly identifying and recalling word meaning, as can looking up words in the dictionary. Using both strategies (reviewing the context and dictionary use) led to the highest chances of word meaning recall. However, several measures were not significant, as there are confounding variables, such as the context of the word and learners' working memory scores. Implications for educators and researchers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01