Measuring attention in second language reading using Eye-tracking: The case of the noticing hypothesis
Küçük Resim Yok
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
International Group for Eye Movement Research
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
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-offpoint 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.
Açıklama
Anahtar Kelimeler
Attention, Eye-tracking, Noticing hypothesis, Second language reading, Attention, Eye-tracking, Noticing hypothesis, Second language reading
Kaynak
Journal of Eye Movement Research
WoS Q Değeri
Q4
Scopus Q Değeri
Q2
Cilt
8
Sayı
5
