Dolgunsöz E.20.04.20192019-04-2020.04.20192019-04-2020151995-8692https://hdl.handle.net/20.500.12403/723Taking 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.eninfo:eu-repo/semantics/closedAccessAttentionEye-trackingNoticing hypothesisSecond language readingAttentionEye-trackingNoticing hypothesisSecond language readingArticle852-s2.0-84946556302Q2WOS:000369602800002Q4