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Direct linkWang, 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
Liu, Tammy Sue-Wynne; Liu, Yeu-Ting; Chen, Chun-Yin Doris – Interactive Learning Environments, 2019
This study employed eye-tracking technology to probe the online reading behavior of 52 advanced L2 English learners. These participants read an e-book containing six types of multimedia supports for either vocabulary acquisition or comprehension. The six supports consisted of three micro-level supports that provided information about specific…
Descriptors: Eye Movements, Second Language Learning, Second Language Instruction, Advanced Students
Mohamed, Ayman A. – Studies in Second Language Acquisition, 2018
The present study brings together methods of extensive reading studies and eye-movement research to track the cognitive effects of exposure frequency on vocabulary processing and learning. Forty-two advanced second language learners of English read a stage 1 graded reader, "Goodbye Mr. Hollywood," on a computer screen while their eye…
Descriptors: Eye Movements, Second Language Learning, Reading Processes, Recall (Psychology)
Download full textMacis, Marijana – Reading in a Foreign Language, 2018
There is little research available on the incidental learning of figurative language from reading (e.g., Webb, Newton, & Chang, 2013). This study looked at collocations with both literal and figurative meanings, that is, duplex collocations (Macis & Schmitt, 2017a) and whether reading could enhance lexical knowledge of the figurative…
Descriptors: Incidental Learning, Phrase Structure, Case Studies, Advanced Students
Godfroid, Aline; Boers, Frank; Housen, Alex – Studies in Second Language Acquisition, 2013
This eye-tracking study tests the hypothesis that more attention leads to more learning, following claims that attention to new language elements in the input results in their initial representation in long-term memory (i.e., intake; Robinson, 2003; Schmidt, 1990, 2001). Twenty-eight advanced learners of English read English texts that contained…
Descriptors: Eye Movements, Incidental Learning, Second Language Learning, Vocabulary Development
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
Shen, Helen H. – Foreign Language Annals, 2008
This study examines word decision strategies that 40 U.S. college beginning and advanced learners of Chinese applied during reading. It first compares similarities and differences between the two groups in choosing strategies when making word decisions, then identifies effective word decision strategies from more than a hundred strategies used by…
Descriptors: Cues, Decision Making, Vocabulary Development, Advanced Students
