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Previewing Novel Words before Reading Affects Their Processing during Reading: An Eye-Movement Study with First and Second Language Readers
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Irina Elgort; Ross van de Wetering; Tara Arrow; Elisabeth Beyersmann – Language Learning, 2024
In this study, we examined the effect of previewing unfamiliar vocabulary on the real-time reading behavior of first language (L1) and second language (L2) readers. University students with English as their L1 or L2 read passages with embedded pseudowords. In a within-participant manipulation, definitions of the pseudowords were either previewed…
Descriptors: Eye Movements, Native Language, Second Language Learning, Second Language Instruction
Incidental Vocabulary Learning from Bilingual Subtitled Viewing: An Eye-Tracking Study
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Wang, Andi; Pellicer-Sánchez, Ana – Language Learning, 2022
This study examined the effectiveness of bilingual subtitles relative to captions, subtitles, and no subtitles for incidental vocabulary learning. Learners' processing of novel words in the subtitles and its relationship to learning gains were also explored. While their eye movements were recorded, 112 intermediate to advanced Chinese learners of…
Descriptors: Incidental Learning, Vocabulary Development, Bilingualism, Language Processing
Rethinking First Language-Second Language Similarities and Differences in English Proficiency: Insights from the ENglish Reading Online (ENRO) Project
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Noam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Figurativeness Matters in the Second Language Processing of Collocations: Evidence from a Self-Paced Reading Experiment
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Shi, Jinfang; Peng, Gang; Li, Dechao – Language Learning, 2023
This study reports on a self-paced reading experiment exploring whether the figurativeness of collocations affects L2 processing of collocations. The participants were 40 English native speakers and 44 Chinese-speaking English foreign language learners (including doctoral, postgraduate, and undergraduate students). To ensure that the effect…
Descriptors: Second Language Learning, Second Language Instruction, Learning Processes, Cognitive Processes
The Effect of Age of Onset of Bilingualism on Gender Agreement Processing in Spanish as a Heritage Language
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Keating, Gregory D. – Language Learning, 2022
Montrul's (2008) onset age hypothesis predicts that, if attrition occurs in early bilingualism, it will be more severe in simultaneous than in sequential bilinguals. This study tested that prediction in an eye-tracking experiment focused on the processing of Spanish gender agreement during sentence reading. Heritage Spanish speakers exposed to…
Descriptors: Spanish, Grammar, Heritage Education, Linguistic Theory
Constructional Processing in a Second Language: The Role of Constructional Knowledge in Verb-Construction Integration
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Kim, Hyunwoo; Rah, Yangon – Language Learning, 2019
The constructionist approach holds that an argument structure construction, a conventionalized form-meaning correspondence of a sentence, allows language users to efficiently access sentential information. This study investigated whether increased sensitivity to constructional information would enable second language learners to efficiently fuse…
Descriptors: Role, Korean, Native Language, English (Second Language)
The Development of Implicit and Explicit Knowledge of Collocations: A Conceptual Replication and Extension of Sonbul and Schmitt (2013)
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Toomer, Mark; Elgort, Irina – Language Learning, 2019
Sonbul and Schmitt (2013) showed that exposure to second language (L2) collocations in reading texts can produce gains in explicit knowledge, but they found no evidence of gains in implicit knowledge. This study is a conceptual replication and extension of Sonbul and Schmitt's research. Sixty-two advanced English as a second language (ESL)…
Descriptors: Phrase Structure, Second Language Learning, Reading Processes, Advanced Students
Reconceptualizing Reactivity of Think-Alouds and Eye Tracking: Absence of Evidence Is Not Evidence of Absence
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Godfroid, Aline; Spino, Le Anne – Language Learning, 2015
This study extends previous reactivity research on the cognitive effects of think-alouds to include eye-tracking methodology. Unlike previous studies, we supplemented traditional superiority tests with equivalence tests, because only the latter are conceptually appropriate for demonstrating nonreactivity. Advanced learners of English read short…
Descriptors: Eye Movements, English (Second Language), Second Language Learning, Advanced Students
Reading in Multiple Orthographies: Differences and Similarities in Reading in Spanish and English for English Learners
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Goodwin, Amanda P.; August, Diane; Calderon, Margarita – Language Learning, 2015
The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is…
Descriptors: English (Second Language), Second Language Learning, Reading Comprehension, Reading Processes
L2 Vocabulary Learning from Reading: Explicit and Tacit Lexical Knowledge and the Role of Learner and Item Variables
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Elgort, Irina; Warren, Paul – Language Learning, 2014
This study investigates acquisition of second language (L2) vocabulary from reading a connected authentic text. Advanced and upper-intermediate L2 (English) participants read a long expository text for general understanding, with embedded critical vocabulary items (pseudowords). Explicit knowledge of the critical items was examined using a meaning…
Descriptors: Second Language Learning, Vocabulary Development, English (Second Language), Priming
Incidental Learning of Collocation
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Webb, Stuart; Newton, Jonathan; Chang, Anna – Language Learning, 2013
This study investigated the effects of repetition on the learning of collocation. Taiwanese university students learning English as a foreign language simultaneously read and listened to one of four versions of a modified graded reader that included different numbers of encounters (1, 5, 10, and 15 encounters) with a set of 18 target collocations.…
Descriptors: Incidental Learning, Phrase Structure, English (Second Language), Second Language Learning
Inhibition or Compensation? A Multidimensional Comparison of Reading Processes in Dutch and English
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Stevenson, Marie; Schoonen, Rob; de Glopper, Kees – Language Learning, 2007
This study examined two competing hypotheses about second language reading processes: the inhibition hypothesis and the compensation hypothesis. Although the ideas expressed in these hypotheses have been reiterated in the literature, previous to this study, they had seldom been investigated systematically. The inhibition hypothesis states that in…
Descriptors: Indo European Languages, Second Language Learning, Comparative Analysis, Reading Strategies
A Review of L1 and L2/ESL Word Integration Skills and the Nature of L2/ESL Word Integration Development Involved in Lower-Level Text Processing.
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Fender, Michael J. – Language Learning, 2001
Examines the nature and development of fluent second language English-as-a-Second-Language (ESL) word integration skills involved in lower-level text processing. Four theoretical approaches to word integration and sentence processing in the first language and second language ESL literature are discussed in conjunction with a review of the relevant…
Descriptors: English (Second Language), Language Processing, Reading Processes, Second Language Instruction
First Language Influences on Second Language Word Reading: All Roads Lead to Rome.
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Wade-Woolley, Leslie – Language Learning, 1999
Reports an experiment investigating similarities and differences in basic processing involved in the word reading of second-language learners of English. The investigation specifically targeted phonological and orthographic processes in the context of language transfer from native language to second language during reading tasks. (Author/VWL)
Descriptors: English (Second Language), Orthographic Symbols, Phonology, Reading Processes
Commonalities and Differences in Word Identification Skills among Learners of English as a Second Language
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Wang, Min; Koda, Keiko – Language Learning, 2007
This study examined word identification skills between two groups of college students with different first language (L1) backgrounds (Chinese and Korean) learning to read English as a second language (ESL). Word identification skills were tested in a naming experiment and an auditory category judgment task. Both groups of ESL learners demonstrated…
Descriptors: Identification, Reading Processes, English (Second Language), Word Recognition
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