scholarly journals The effect of gloss type on learners’ intake of new words during reading: evidence from eye-tracking

2021 ◽  
Author(s):  
Paul Warren ◽  
F Boers ◽  
Georgina Grimshaw ◽  
Anna Siyanova
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Language Learners ◽  
Second Language Learners ◽  
Word Meaning ◽  
Reading Behaviors ◽  
Cambridge University ◽  
New Words ◽  
Posttest Performance ◽  
Reading Experiment

Copyright © Cambridge University Press 2018. A reading experiment combining online and offline data evaluates the effect on second language learners' reading behaviors and lexical uptake of three gloss types designed to clarify word meaning. These are (a) textual definition, (b) textual definition accompanied by picture, and (c) picture only. We recorded eye movements while intermediate learners of English read a story presented on-screen and containing six glossed pseudowords repeated three times each. Cumulative fixation counts and time spent on the pseudowords predicted posttest performance for form recall and meaning recognition, confirming findings of previous eye-tracking studies of vocabulary acquisition from reading. However, the total visual attention given to pseudowords and glosses was smallest in the condition with picture-only glosses, and yet this condition promoted best retention of word meaning. This suggests that gloss types differentially influence learners' processing of novel words in ways that may elude the quantitative measures of attention captured by eye-tracking.

scholarly journals The effect of gloss type on learners’ intake of new words during reading: evidence from eye-tracking

2021 ◽  
Author(s):  
Paul Warren ◽  
F Boers ◽  
Georgina Grimshaw ◽  
Anna Siyanova
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Language Learners ◽  
Second Language Learners ◽  
Word Meaning ◽  
Reading Behaviors ◽  
Cambridge University ◽  
New Words ◽  
Posttest Performance ◽  
Reading Experiment

Copyright © Cambridge University Press 2018. A reading experiment combining online and offline data evaluates the effect on second language learners' reading behaviors and lexical uptake of three gloss types designed to clarify word meaning. These are (a) textual definition, (b) textual definition accompanied by picture, and (c) picture only. We recorded eye movements while intermediate learners of English read a story presented on-screen and containing six glossed pseudowords repeated three times each. Cumulative fixation counts and time spent on the pseudowords predicted posttest performance for form recall and meaning recognition, confirming findings of previous eye-tracking studies of vocabulary acquisition from reading. However, the total visual attention given to pseudowords and glosses was smallest in the condition with picture-only glosses, and yet this condition promoted best retention of word meaning. This suggests that gloss types differentially influence learners' processing of novel words in ways that may elude the quantitative measures of attention captured by eye-tracking.

THE EFFECT OF GLOSS TYPE ON LEARNERS’ INTAKE OF NEW WORDS DURING READING

2018 ◽  
Vol 40 (4) ◽  
pp. 883-906 ◽  
Author(s):  
Paul Warren ◽  
Frank Boers ◽  
Gina Grimshaw ◽  
Anna Siyanova-Chanturia
Keyword(s):  
Eye Movements ◽  
Visual Attention ◽  
Eye Tracking ◽  
Language Learners ◽  
Second Language Learners ◽  
Word Meaning ◽  
Reading Behaviors ◽  
New Words ◽  
Posttest Performance ◽  
Reading Experiment

AbstractA reading experiment combining online and offline data evaluates the effect on second language learners’ reading behaviors and lexical uptake of three gloss types designed to clarify word meaning. These are (a) textual definition, (b) textual definition accompanied by picture, and (c) picture only. We recorded eye movements while intermediate learners of English read a story presented on-screen and containing six glossed pseudowords repeated three times each. Cumulative fixation counts and time spent on the pseudowords predicted posttest performance for form recall and meaning recognition, confirming findings of previous eye-tracking studies of vocabulary acquisition from reading. However, the total visual attention given to pseudowords and glosses was smallest in the condition with picture-only glosses, and yet this condition promoted best retention of word meaning. This suggests that gloss types differentially influence learners’ processing of novel words in ways that may elude the quantitative measures of attention captured by eye-tracking.

scholarly journals Blend Words and Their Influence on the Lexicon and Future of English Language

2019 ◽  
Vol 5 (3) ◽  
pp. 43
Author(s):  
Laila Othman Baram ◽  
Aram Kamil Noori
Keyword(s):  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Continuous Process ◽  
Word Formation ◽  
Life Change ◽  
Word Choice ◽  
Formation Processes ◽  
Basic Point ◽  
New Words

This research studies the widening range of forming and using blend (portmanteau) words in English language. It sheds light on the fact that most blend words are exocentric not only for second language learners but also to natives too, since they have not been listed in English dictionaries. Even if listed; still the continuous process of forming blend words will leave no room to catch up with listing all of them. English nowadays has become the most dominant language and at the same time it has been influenced by some factors as much as it has been influential. In terms of word formation processes especially blending, one can realize how rapidly and unexpectedly new words are coined for new purposes in accordance with daily life needs. In this era of speed; English native speakers, as their nature, do like to economize in their word choice especially in their word formation processes such as blending, acronyms, clipping and all types of abbreviations. In fact, the inevitability of life change as the result of daily life’s needs inventions influences English language in many ways. In addition, the policy of economizing and being selective reflects well on letter choice and word forming processes. In relation to this, the consequences of life change can be noted in studying blend forms in English. Some simple examples are: blunch, chexting, spork, feminar, brinner, brunch, fanzin, hubot, smog, etc. In a nut shell, the research states the inevitable and intriguing change of English words in the process of blending in which two or more words are cut and mixed together to form a new form, called a blend word. One basic point here is that a blend word is not simply one word; brinner as an example is formed from three other words (breakfast + lunch + dinner) to describe a situation in which you just have one meal instead of the three. Most of blend words have not so far been listed in English dictionaries. So this continuous process of forming new words does a great change to English vocabularies now and in the upcoming years.

scholarly journals A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning

2021 ◽  
Author(s):  
Raghad Fahmi Aajami
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Second Language Learners ◽  
Word Meaning ◽  
New Horizons ◽  
New Vision ◽  
The University ◽  
Lexical Concepts

To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05≤) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely.

scholarly journals HEAT MAPS AND SCAN PATHS: QUALITATIVE EYE-TRACKING EVIDENCE ON HOW THE QUR’AN IS MEMORIZED THROUGH READING

2019 ◽  
Vol 4 (2) ◽  
pp. 318-334
Author(s):  
Khazriyati Salehuddin ◽  
Mizhanim Mohamad Shahimin ◽  
Mohamed Zain Sulaiman ◽  
Rasyiqah Batrisya Md Zolkapli
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Native Speakers ◽  
Heat Maps ◽  
Arabic Speakers ◽  
Show Evidence ◽  
Scan Paths ◽  
Read Word ◽  
Reading Experiment ◽  
Unknown Words

The process of memorizing the Qur’an typically takes place through reading its printed version (mus’haf). The Qur’an is read word by word so that the process of recalling the memorized verses or chapters is done accurately and fluently. Memorizing the Qur’an may be a great challenge to non-Arabic speakers because of their lack of knowledge in the Arabic vocabulary and grammar; yet more and more non-Arabic speakers continue to memorize the Qur’an for various reasons. In order to scientifically investigate how non-Arabic speakers memorize the Qur’an, a reading experiment was conducted to achieve this aim. Sixty-four (21 Male, 43 Female) native speakers of Malay who have memorized a portion of the Qur’an (10 juzu’ and below) participated in this experiment. Using the Tobii TX300 eye-tracking machine, participants’ eye movements, as they read to memorize four verses of the Qur’an (two with and two without Malay translations), were tracked, and their gaze plots were analysed qualitatively (via heat maps and scan paths). Results show evidence that Malay non-Arabic speakers’ act of reading the Qur’an to memorize it went beyond what is usually known as “cramming”; instead, the process involved finding the meaning of unknown words, so that the process of recalling the memorized verses can be done accurately and fluently.   Keywords: Cognitive processes, eye movements, memorization, psycholinguistics, Qur’an   Cited as: Salehuddin, K., Shahimin, M. M., Sulaiman, M. Z., & Md Zolkapli, R. B. (2019). Heat maps and scan paths: Qualitative eye tracking evidence on how the Qur’an is memorized through reading. Journal of Nusantara Studies, 4(2), 318-334. http://dx.doi.org/10.24200/jonus.vol4iss2pp318-334

scholarly journals A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning

2020 ◽  
Vol 11 (4) ◽  
pp. 223-235
Author(s):  
Raghad Fahmi Aajami
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Second Language Learners ◽  
Word Meaning ◽  
New Horizons ◽  
New Vision ◽  
The University ◽  
Lexical Concepts

To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05≤) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely.

Accessing word meaning in beginning second language learners: Lexical or conceptual mediation?

2014 ◽  
Vol 18 (3) ◽  
pp. 357-371 ◽  
Author(s):  
GREGORY J. POARCH ◽  
JANET G. VAN HELL ◽  
JUDITH F. KROLL
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Word Meaning ◽  
Recognition Task ◽  
Forward Direction ◽  
Unrelated Word ◽  
Conceptual Information ◽  
L2 Processing ◽  
L2 Learners ◽  
Word Forms

We tested the predictions of the Revised Hierarchical Model (Kroll & Stewart, 1994) to examine how children map novel words to concepts during early stages of L2 learning. Fifth grade Dutch L2 learners with 8 months of English instruction performed a translation recognition task followed by translation production in both directions. The children were already sensitive to L2 word meaning in translation recognition, showing longer RTs and lower accuracies for semantically related than semantically unrelated word pairs. In translation production, they were faster in backward than forward direction as predicted by the RHM. Critically, these children had learned L2 words in contexts enriched by pictures and listening/speaking exercises. Depending on the task, Dutch beginning L2 learners exploit conceptual information during L2 processing and map L2 word-forms to concepts. This study also contributes to accumulating evidence that manner of L2 instruction may majorly impact the activation of lexical and conceptual information during translation.

scholarly journals Sociolinguistics

2006 ◽  
Vol 39 (3) ◽  
pp. 224-226
Keyword(s):  
Language Policy ◽  
Language Learners ◽  
Second Language Learners ◽  
World Englishes ◽  
Cambridge University ◽  
North West ◽  
Register Variation ◽  
Oxford University ◽  
The North ◽  
Local Meaning

06–570Anchímbe, Eríc A. (U Munich, Germany), Local meaning in the English of West Africa. English Today (Cambridge University Press) 22.2 (2006), 50–54.06–571McColl Mıllar, Robert (U Aberdeen, Scotland; [email protected]), ‘Burying alive’: Unfocussed governmental language policy and Scots. Language Policy (Springer) 5.1 (2006), 63–86.06–572Takahashi, Kaoru (Toyota National College of Technology, Japan; [email protected]), A study of register variation in the British National Corpus. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 111–126.06–573Tanaka, Shigenori (Keio U, Japan; [email protected]), English and multiculturalism – from the language user's perspective. RELC Journal (Sage) 37.1 (2006), 47–66.06–574Uchidate, Keiko (International Pacific College, New Zealand), Use of honorifics by second language learners. The Language Teacher (Japan Association for Language Teaching) 30.4 (2006), 3–9.06–575Ushioda, Ema (U Warwick, UK), Language motivation in a reconfigured Europe: Access, identity, autonomy. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 148–161.06–576Watson, Kevin (Lancaster U, UK), Phonological resistance and innovation in the North-West of England. English Today (Cambridge University Press) 22.2 (2006), 55–61.06–577Yajun, Jíang & Chenggang Zhou (Donghua U, Shanghai, China), World Englishes and contrastive rhetoric. English Today (Cambridge University Press) 22.2 (2006), 11–22.06–578Yang, Jian (Seattle U, USA), Learners and users of English in China. English Today (Cambridge University Press) 22.2 (2006), 3–10.

scholarly journals Vocabulary Teaching Based on Semantic-Field

2016 ◽  
Vol 5 (3) ◽  
pp. 64
Author(s):  
Cao Wangru
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching Method ◽  
Word Meaning ◽  
Language Teachers ◽  
Acquisition Strategies ◽  
Second Language Teachers ◽  
The Difference ◽  
Communicative Teaching

<p>Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual method and communicative teaching method before obtaining great attention from second language teachers and researchers finally.</p><p>This study states four proposals for the improvement of vocabulary teaching, which refer that: (1) apply componential analysis to vocabulary teaching; (2) foster learners’ awareness of the difference between English and Chinese; (3) introduce lexical phrases; (4) develop effective word meaning acquisition strategies.</p>

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