Causal and Semantic Relations in L2 Text Processing: An Eye-Tracking Study

Autor/in	Nahatame, Shingo
Titel	Causal and Semantic Relations in L2 Text Processing: An Eye-Tracking Study
Quelle	In: Reading in a Foreign Language, 34 (2022) 1, S.91-115 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Semantics; Language Processing; Reading Rate; Attribution Theory; Sentences; Eye Movements; Reading Processes; Japanese; Native Language; English (Second Language); Second Language Learning; Second Language Instruction; Decision Making; Computer Science; Teaching Methods; Psycholinguistics; Reading Research; Reading Tests; Language Tests; Graduate Students; Undergraduate Students; Foreign Countries + Suchen Sie Ihr Suchwort? Semantik; Sprachverarbeitung; Reading readiness; Reading speed; Lesegeschwindigkeit; Sentence analysis; Satzanalyse; Augenbewegung; Leseprozess; Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Decision-making; Entscheidungsfindung; Informatik; Teaching method; Lehrmethode; Unterrichtsmethode; Psycholinguistik; Leseforschung; Lesetest; Language test; Sprachtest; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland
Abstract	This study is an extension of Nahatame's (2018) research that demonstrated the effects of causal and semantic relations between sentences on second language (L2) text processing. Employing eye tracking, this study aimed to examine whether these effects appear during more natural, uninterrupted reading processes and to identify the time course of the effects. In the experiment, Japanese learners of English read two-sentence texts that varied in their causal and semantic relatedness, as evaluated by crowdsourced human judgments and via a computational approach (latent semantic analysis), respectively. Two eye-movement measures were collected and analyzed: first-pass reading times for the second sentence and lookbacks from the second to the first sentence. The results indicated that causal relatedness had a robust impact on both reading times and lookbacks. However, semantic relatedness impacted only reading times, and its effects were modulated by causal relatedness. Theoretical, pedagogical, and methodological implications of this finding were discussed. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01