Using eye-tracking to examine the role of first and second language glosses

2020 ◽  
pp. 136216882092856
Author(s):  
Hyeonah Kang ◽  
Soo-Ok Kweon ◽  
Sungmook Choi
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Vocabulary Test ◽  
Eye Tracker ◽  
Reading Behaviors ◽  
Word Forms ◽  
Comprehensive Picture ◽  
L1 And L2 ◽  
The Relationship

This study employs eye-tracking to investigate how first (L1) and second language (L2) glosses affect lexical uptake and reading behaviors in L2 learners of English. The study also explores the relationship between lexical uptake and reading behaviors as a function of gloss type. To investigate this, 81 Korean university students were asked to read a baseline passage with no gloss or the same passage with glosses in the study’s L1 (Korean) or L2 (English). Their eye movements were recorded with an eye tracker as they read, and they were subsequently asked to respond to two vocabulary tests. Analyses of eye-tracking data and vocabulary test scores revealed that the presence or absence of L1 and L2 glosses might produce differences in lexical uptake and dissimilar attentional mechanisms. For instance, the study found that L1 and L2 glosses failed to significantly enhance the acquisition of visual word forms, whereas both types of glosses were significantly effective in consolidating form–meaning associations. Additionally, correlation analyses indicated that the relationship between reading behaviors and lexical acquisition might differ depending on gloss type. Ultimately, our findings provide a more comprehensive picture of L1 and L2 gloss effects, and have significant implications for L2 pedagogy.

The effect of pause location on perceived fluency

2017 ◽  
Vol 39 (3) ◽  
pp. 569-591 ◽  
Author(s):  
JIMIN KAHNG
Keyword(s):  
Second Language ◽  
Significant Role ◽  
First Language ◽  
Causal Effects ◽  
Cognitive Fluency ◽  
Speech Disfluency ◽  
L1 And L2 ◽  
The Relationship

ABSTRACTSpeech disfluency in first language (L1) and second language (L2) is not only quantitatively different (e.g., number and length of pauses) but also qualitatively different (e.g., distribution of pauses); however, how pause distributions in L1 and L2 affect judgments of perceived fluency is unclear. The study examined the relationship between pause phenomena and perceived fluency using two experiments. Experiment 1 investigated the relative contributions of frequency, length, and distribution of silent pauses to perceived fluency of L2 speech. Experiment 2 tested causal effects of pause location on perceived fluency of L1 and L2 speech using phonetic manipulations. Findings suggest a significant role of pause location in perceived fluency. In Experiment 1, silent pause rate within a clause demonstrated the strongest correlation with L2 fluency ratings, and in Experiment 2, perceived fluency of L1 and L2 speech was influenced by pause location. The findings suggest that listeners seem to be sensitive to pause location and to understand that pauses within clauses tend to reflect reduced cognitive fluency.

Linguistic Input and Conversational Strategies in L1 and L2

1980 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Barry McLaughlin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
L2 Acquisition ◽  
Linguistic Input ◽  
L1 And L2 ◽  
The Relationship ◽  
Do So

There has been a great deal of discussion in the literature on second-language acquisition about the relationship between first-(L1) and second-language (L2) acquisition. I believe that the dust is beginning to settle and that it is now possible to move beyond this debate. I would like to do so in this paper, and examine in particular the role of linguistic input in L1 and L2 and the nature of conversational strategies in both processes.

scholarly journals PREDICTING L2 FLUENCY FROM L1 FLUENCY BEHAVIOR

2020 ◽  
Vol 42 (4) ◽  
pp. 671-695 ◽  
Author(s):  
Zeynep Duran-Karaoz ◽  
Parvaneh Tavakoli
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Speech Rate ◽  
Placement Test ◽  
Elicited Imitation ◽  
Language Pedagogy ◽  
Proficiency Level ◽  
Second Language Pedagogy ◽  
L1 And L2 ◽  
The Relationship

AbstractThe article reports on the findings of a study investigating the relationship between first language (L1) and second language (L2) fluency behavior. Drawing on data collected from Turkish learners of English, the study also addresses the question of whether proficiency level mediates the relationship, if any. The data were coded for a range of breakdown, repair, speed, and composite measures. Language proficiency was measured by means of two tests: Oxford Placement Test (OPT) and an Elicited Imitation Task (EIT). The results show that some breakdown and repair measures were positively correlated in L1 and L2, but no correlations were observed for articulation rate and speech rate. The relationships were not mediated by proficiency level. Regression analyses show that a number of models predicted L2 fluency. L1 fluency contributed significantly to models predicting pausing behavior; EIT scores predicted L2 speech rate; and L1 fluency and OPT scores predicted L2 repair and mid-clause pauses. The important implications of the findings for fluency research and second language pedagogy are discussed.

Modern Furniture Color Image Based on Eye Tracking

2012 ◽  
Vol 157-158 ◽  
pp. 410-414 ◽  
Author(s):  
Ji Feng Xu ◽  
Han Ning Zhang
Keyword(s):  
Eye Tracking ◽  
Eye Movement ◽  
Color Image ◽  
Vision System ◽  
Human Vision ◽  
Relative Importance ◽  
Human Vision System ◽  
Eye Tracker ◽  
Color Features ◽  
The Relationship

The relationship between modern furniture color image and eye tracking has been of interest to academics and practitioners for many years. We propose and develop a new view and method exploring these connections, utilizing data from a survey of 31 testees’ eye tracking observed value. Using Tobii X120 eye tracker to analyze eye movement to furniture samples in different hue and tones colors, we highlight the relative importance of the effect of furniture color on human vision system and show that the connections between furniture color features with color image.

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

scholarly journals Role of Self-Efficacy in Learning English as a Second language: A Comparative Study among ESL Learners in Pakistan

2019 ◽  
Vol 12 (1) ◽  
pp. 1163-1167
Author(s):  
Muhammad Saleem Rana ◽  
Muhammad Irfan Rai ◽  
Muhammad Zubair ◽  
Noor Muzammil
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Language Learner ◽  
Statistical Program ◽  
The University ◽  
Esl Learners ◽  
The Relationship

This article looks into the competence of second language acquisition investigating that how a language learner does learn English as a second language effectively by using his own abilities.Many studies have examined the function of Self-Efficacy in academic achievement, though as Pajares (2000) mentioned the relation of language achievement and Self-Efficacy has not been studied well and there has been small research in this regard. This made the researcher to investigate the relationship between Pakpattan ESL learners' language achievements and their Self-Efficacy. It also studies the variations of ESL learners’ Self-Efficacy and their majors. Besides, it explores the differences between ESL learners' majors and their language achievements. Population of this study was 200 ESL learners of The University of Lahore Pakpattan campus but 60 ESL learners from different departments of The University of Lahore Pakpattan campus selected for the sample of present study in order to measure ESL learners' language proficiency. Different types of tests applied for its measurement. A questionnaire was prepared and conducted. Computer statistical program SPSS XXII was used for statistics. Literature were reviewed and the work cited mentioned as well.

De Relatie Tussen Cognitieve Taakcomplexiteit En Linguïstische Performance Bij Het Schrijven In T1 En T2

2004 ◽  
Vol 72 ◽  
pp. 23-32 ◽  
Author(s):  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
Second Language ◽  
University Students ◽  
Cognitive Complexity ◽  
Task Complexity ◽  
Cognitive Task ◽  
Linguistic Performance ◽  
L2 Development ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
The Relationship

According to Robinson's Cognition Hypothesis of task-based L2 development, cognitively more demanding tasks will lead to the use of lexically and syntactically more complex language (Robinson 2001a, 2001b, in press). A different viewpoint is held by Skehan (1998) and Skehan & Foster (1999, 2001), who hypothesize that the more attention is required for a task because of its cognitive complexity, the less complex will be the linguistic output. The present research focuses on the relationship between taskcomplexity and linguistic performance in L1 and L2 writing. We report on an experiment carried out among 51 Dutch university students of Italian as a second language. The test included two writing tasks, in which cognitive task complexity was manipulated by varying the number of elements to be described and the required reasoning demands. Pre-existing knowledge of Italian was established by means of a pre-test. In the article, the results and theoretical and pedagogical implications of the study are discussed.

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