Text Readability and Processing Effort in Second Language Reading: A Computational and Eye‐Tracking Investigation

2021 ◽  
Author(s):  
Shingo Nahatame
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Second Language Reading ◽  
Text Readability ◽  
Processing Effort

scholarly journals Eye-tracking in Second Language Reading

2021 ◽  
pp. 416-432
Author(s):  
Ivana Roncevic
Keyword(s):  
Second Language ◽  
University Students ◽  
Eye Tracking ◽  
Reading Strategies ◽  
English Language ◽  
Target Language ◽  
Second Language Reading ◽  
Process Information ◽  
Research Results ◽  
Level Process

In this study eye tracking software was used to analyse the ways in which university students, adult competent speakers of English at C1 level, process information when reading texts in the target language, and which strategies they use in order to summarise a given text. Research results point to four different reading techniques used by the participants in the study: partly selective fast linear, partly selective slow linear, selective structural and nonselective reading strategies. In comparison with previous research with reading tasks in L1, results show that readers take more time when reading in L2. In addition, there is a need for skill enhancement for the purpose of improved text structuring in reading tasks in the English language.

scholarly journals The Perceptual Span in Second Language Reading: An Eye-Tracking Study Using a Gaze-Contingent Moving Window Paradigm

2014 ◽  
Vol 04 (05) ◽  
pp. 585-594 ◽  
Author(s):  
Chi Yui Leung ◽  
Masatoshi Sugiura ◽  
Daisuke Abe ◽  
Lisa Yoshikawa
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Second Language Reading ◽  
Moving Window ◽  
Perceptual Span

scholarly journals Measuring Attention in Second Language Reading Using Eye-tracking: The Case of the Noticing Hypothesis

2015 ◽  
Vol 8 (5) ◽  
Author(s):  
Emrah Dolgunsöz
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Eye Tracking ◽  
Second Language Reading ◽  
Learning Gains ◽  
L2 Reading ◽  
Recognition Probability ◽  
Post Test ◽  
Standard Text ◽  
Unknown Words

Taking Schmidt’s (1990) noticing hypothesis as point of departure this study aims to measure attention and learning gains during second language (L2) reading by making use of eye-tracking methodology. Relying on Robinson’s hierarchical memory model (1995, 2003), it is hypothesized that vocabulary learning and attention are closely associated. After a vocabulary pre-test, seventy-five learners of English read a standard text individually while their eye movements were being recorded followed by an immediate post-test. The results revealed that learners spent more time on unknown words than they did on familiar ones. Attention and learning gains also positively correlated; fixation values on an unknown word increased its further recognition probability in post-test. Finally, the findings revealed a cut-off point of approximately 450ms as an activation threshold for noticing. Eye-tracking as a technique to measure attention in second language acquisition (SLA) was also discussed.

The Role of Cognitive Ability and Experience in Second Language Reading Comprehension

2007 ◽  
Author(s):  
Tabitha W. Payne ◽  
Zornitsa Kalibatseva ◽  
Melissa Jungers
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Cognitive Ability ◽  
Second Language Reading ◽  
Second Language Reading Comprehension

Interpretation of reflexive anaphora in second language VP-ellipsis: Relevance Theory and paradigms of explanation

2004 ◽  
Vol 20 (3) ◽  
pp. 256-280 ◽  
Author(s):  
Xosé Rosales Sequeiros
Keyword(s):  
Second Language ◽  
Relevance Theory ◽  
Experimental Results ◽  
Comprehension Strategies ◽  
Processing Cost ◽  
L2 Learners ◽  
Vp Ellipsis ◽  
Processing Effort ◽  
Maximal Relevance ◽  
The Impact

This article explores second language (L2) learners’ interpretation of reflexive anaphora in VP-Ellipsis by critiquing the work of Ying (2003), who applies Relevance Theory to explain elliptical anaphora. It argues against four claims made in his analysis: that L2 learners apply maximal relevance in anaphoric interpretation; that a procedural account of the impact of referential sentences on VP-ellipsis disambiguation is appropriate; that an account of anaphoric interpretation preferences should be based on processing cost; and that differences in experimental results between intermediate and advanced L2 learners are due to the use of different comprehension strategies (see Sperber, 1994). Instead, it argues: that it is not maximal but rather optimal relevance that is at work; that the key in disambiguating anaphora in VP-elliptical sentences is the achievement of an optimally relevant interpretation; that the role of contextual assumptions in anaphora resolution is to enable L2 learners to derive enough contextual effects to make it worth their effort and, in doing so, identifying (as a side effect) what they take to have been the intended referent; and that what is crucial in the use of comprehension strategies is not processing effort, but rather consistency with the second principle of relevance. Overall, all these factors provide the basis for an alternative and more comprehensive explanation of the experimental results discussed by Ying.

Second Language Reading: A Curricular Sequence for Teaching Reading Strategies

1981 ◽  
Vol 14 (5) ◽  
pp. 415-422 ◽  
Author(s):  
Carol Hosenfeld ◽  
Vicki Arnold ◽  
Jeanne Kirchofer ◽  
Judith Laciura ◽  
Lucia Wilson
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Second Language Reading ◽  
Teaching Reading

Second Language Reading and Testing in Bilingual Education

1980 ◽  
Vol 14 (2) ◽  
pp. 189 ◽  
Author(s):  
Barbara Murphy
Keyword(s):  
Second Language ◽  
Bilingual Education ◽  
Second Language Reading
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