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

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posted on 01.02.2021, 01:11 by Paul Warren, F Boers, Georgina Grimshaw, Anna Siyanova
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.

History

Preferred citation

Warren, P., Boers, F., Grimshaw, G. & Siyanova, A. (2018). The effect of gloss type on learners’ intake of new words during reading: evidence from eye-tracking. Studies in Second Language Acquisition, 40(4), 1-24. https://doi.org/10.1017/S0272263118000177

Journal title

Studies in Second Language Acquisition

Volume

40

Issue

4

Publication date

01/01/2018

Pagination

1-24

Publisher

Cambridge University Press

Publication status

Published

Contribution type

Article

Online publication date

13/08/2018

ISSN

0272-2631

eISSN

1470-1545

Language

en

Exports