Exploring the Effect of Eye Gaze Cues on Novel L2 Morphosyntactic Pattern Learning

Autor/inn/en	Abashidze, Dato; McDonough, Kim; Gao, Yang
Titel	Exploring the Effect of Eye Gaze Cues on Novel L2 Morphosyntactic Pattern Learning
Quelle	In: Second Language Research, 38 (2022) 1, S.173-186 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abashidze, Dato) ORCID (McDonough, Kim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658319896829
Schlagwörter	Second Language Learning; Second Language Instruction; Language Patterns; Morphology (Languages); Eye Movements; Video Technology; Language Tests; Vocabulary Development; Cues; Syntax; Linguistic Input; Student Characteristics; Learning Processes; Visual Stimuli; Undergraduate Students; Test Items; Scores; Likert Scales; English (Second Language); Foreign Countries; Native Language; Sentence Structure; Multilingualism; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachmodell; Sprachstruktur; Morphology; Morphologie; Augenbewegung; Language test; Sprachtest; Wortschatzarbeit; Stichwort; Sprachbildung; Learning process; Lernprozess; Test content; Testaufgabe; Likert-Skala; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Satzbau; Satzstruktur; Mehrsprachigkeit; Multilingualismus; Kanada
Abstract	Recent research that explored how input exposure and learner characteristics influence novel L2 morphosyntactic pattern learning has exposed participants to either text or static images rather than dynamic visual events. Furthermore, it is not known whether incorporating eye gaze cues into dynamic visual events enhances dual pattern learning. Therefore, this exploratory eye-tracking study examined whether eye gaze cues during dynamic visual events facilitate novel L2 pattern learning. University students (n = 72) were exposed to 36 training videos with two dual novel morphosyntactic patterns in pseudo-Georgian: completed events ("bich-ma kocn-ul gogoit," 'boy kissed girl') and ongoing actions (b"ich-su kocn-ar gogoit," 'boy is kissing girl'). They then carried out an immediate test with 24 items using the same vocabulary words, followed by a generalization test with 24 items created from new vocabulary words. Results indicated that learners who received the eye gaze cues scored significantly higher on the immediate test and relied on the verb cues more than on the noun cues. A post-hoc analysis of eye-movement data indicated that the gaze cues elicited longer looks to the correct images. Findings are discussed in relation to visual cues and novel morphosyntactic pattern learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11