English Learners’ Use of Segmental and Suprasegmental Cues to Stress in Lexical Access: An Eye-Tracking Study

2018 ◽  
Vol 68 (3) ◽  
pp. 635-668 ◽  
Author(s):  
Katrina Connell ◽  
Simone Hüls ◽  
Maria Teresa Martínez-García ◽  
Zhen Qin ◽  
Seulgi Shin ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Lexical Access ◽  
English Learners ◽  
Suprasegmental Cues

Non-selective lexical access in bilinguals is spontaneous and independent of input monitoring: Evidence from eye tracking

Cognition ◽  
2013 ◽  
Vol 129 (2) ◽  
pp. 418-425 ◽  
Author(s):  
Yan Jing Wu ◽  
Filipe Cristino ◽  
Charles Leek ◽  
Guillaume Thierry
Keyword(s):  
Eye Tracking ◽  
Lexical Access ◽  
Input Monitoring

Effects of native language on the use of segmental and suprasegmental cues to stress in English word recognition: An eye-tracking study

2016 ◽  
Vol 140 (4) ◽  
pp. 3336-3336
Author(s):  
Katrina Connell ◽  
Simone Hüls ◽  
Maria Teresa Martínez-García ◽  
Zhen Qin ◽  
Seulgi Shin ◽  
...  
Keyword(s):  
Word Recognition ◽  
Eye Tracking ◽  
Native Language ◽  
English Word ◽  
Suprasegmental Cues

Stroke Encoding Processes of Chinese Character During Sentence Reading

2020 ◽  
Vol 67 (1) ◽  
pp. 31-39
Author(s):  
Mingjun Zhai ◽  
Hsuan-Chih Chen ◽  
Michael C. W. Yip
Keyword(s):  
Eye Tracking ◽  
Lexical Access ◽  
Chinese Character ◽  
Visual Complexity ◽  
Order Effect ◽  
Chinese Characters ◽  
Simplified Chinese ◽  
Sentence Reading

Abstract. The present study was conducted to examine whether traditional and simplified Chinese readers (TCRs and SCRs) differed in stroke encoding in character processing by an eye-tracking experiment. We recruited 66 participants (32 TCRs and 34 SCRs) to read sentences comprising characters with different proportions and types of strokes removed in order to explore whether any visual complexity effect existed in their processing of simplified and traditional Chinese characters. The present study found a cross-script visual complexity effect and that SCRs were more influenced by visual complexity change in lexical access than were TCRs. In addition, the stroke-order effect appeared to be more salient for TCRs than for SCRs.

Slowly but surely: Interpreting facilitates L2 morphological anticipation based on suprasegmental and segmental information

2019 ◽  
Vol 23 (4) ◽  
pp. 752-762
Author(s):  
Cristina Lozano-Argüelles ◽  
Nuria Sagarra ◽  
Joseph V. Casillas
Keyword(s):  
Eye Tracking ◽  
English Learners ◽  
Native Speakers ◽  
Spoken Word ◽  
Tracking Data ◽  
Linguistic Variables ◽  
Word Prediction ◽  
L2 Learners ◽  
Syllabic Structure

AbstractNative speakers use suprasegmental information to predict words, but less is known about segmental information. Moreover, anticipatory studies with non-native speakers are scarce and mix proficiency with anticipatory experience. To address these limitations, we investigated whether Spanish monolinguals and advanced English learners of Spanish use suprasegmentals (stress: oxytone, paroxytone) and segmentals (syllabic structure: CVC, CV) to predict word suffixes, and whether increased anticipatory experience acquired via interpreting will facilitate anticipation in non-interpreting L2 situations. Eye-tracking data revealed that: (1) the three groups made use of the linguistic variables, and L2 groups did not anticipate in CV paroxytones; (2) everybody anticipated better with the less frequent conditions (oxytones, CVC) having fewer lexical competitors; (3) monolinguals anticipated earlier than L2 learners; and (4) interpreters anticipated at a faster rate in some conditions. These findings indicate that less frequent suprasegmental and segmental information and anticipatory experience facilitate native and non-native spoken word prediction.

scholarly journals Reading Development, Word Length and Frequency Effects: An Eye-Tracking Study with Slow and Fast Readers

2021 ◽  
Vol 6 ◽  
Author(s):  
Sabrina Gerth ◽  
Julia Festman
Keyword(s):  
Eye Tracking ◽  
Word Frequency ◽  
Lexical Access ◽  
Word Length ◽  
Reading Development ◽  
Reading Strategy ◽  
Typically Developing ◽  
Frequency Effects ◽  
Word Forms ◽  
Whole Word

Research on reading development attempts to explain differences in the reading patterns of adults and children. Previous studies, which typically analyzed word length and frequency effects in developing readers, often focused on dyslexic or dysfluent readers. Similar to previous studies, we investigated the effects of word length and word frequency on the eye movements of children and added several novel aspects: We tested 66 typically developing German-speaking children. Children’s oral reading fluency was used as measure of reading ability. Only fast readers (n = 34, mean age 10.9 ± 0.9 years) and slow readers (n = 32, 11.2 ± 0.9 years) participated in an eye-tracking experiment and silently read an age-appropriate original narrative text from a children’s book. The analysis of silent reading of the entire text confirmed the earlier group classification. To analyze word length and frequency, we selected 40 nouns as target words in the text. We found significant effects of word length and word frequency for all children in the expected direction. For fast readers, we detected significant interactions of word length and frequency in first fixation duration, gaze duration, and total reading time. These revealed a frequency effect for long, but not short words. This suggests lexical whole-word processing with a fast activation of the word’s lexical entry for shorter words and an application of the nonlexical route of the dual route cascaded model (DRC) with a slower lexical access to whole word forms for long words. Slow readers demonstrated a strong sensitivity to word length, indicating a slower or delayed lexical access to orthographic word forms. Additionally, they exhibited weaker word frequency effects. These findings suggest a developmental view of reading in typically developing children in accordance with the DRC, with nonlexical serial decoding as the seemingly prominent reading strategy of slow readers and lexical whole-word recognition as the prominent reading strategy of fast readers.

scholarly journals Automatic Lexical Access in Visual Modality: Eye-Tracking Evidence

2018 ◽  
Vol 9 ◽  
Author(s):  
Ekaterina Stupina ◽  
Andriy Myachykov ◽  
Yury Shtyrov
Keyword(s):  
Eye Tracking ◽  
Lexical Access ◽  
Visual Modality

Inhibitive and facilitative priming induced by traces in the processing of wh-dependencies in a second language

2013 ◽  
Vol 29 (3) ◽  
pp. 345-372 ◽  
Author(s):  
Laurent Dekydtspotter ◽  
A Katherine Miller
Keyword(s):  
Second Language ◽  
Lexical Access ◽  
English Learners ◽  
Native Speakers ◽  
Object Position ◽  
Indirect Object ◽  
L1 English

Two experiments involving picture classifications investigated priming behavior in the context of wh-movement at clause edge and in indirect object position, respectively. In Experiment 1, intermediate L1-Chinese L2-English learners produced slower classification times (inhibitions) at clause edge, apparently induced by the computation of intermediate traces, whereas faster classification times (facilitations) were detected in native speakers (NSs). In Experiment 2, advanced L1-English L2-French learners produced facilitations apparently induced by the computation of traces in indirect object position. Learners’ priming pattern differed from the priming pattern produced by NSs, however. We argue that the patterns found suggest structural computations interacting with distinct activation modes in the maintenance of discourse referents, plausibly resulting from the automaticity of lexical access, or lack thereof.

scholarly journals Influence of L1 Properties and Proficiency on the Acquisition of Gender Agreement

2018 ◽  
Vol 4 (1) ◽  
pp. 92-104 ◽  
Author(s):  
Pierre-Luc Paquet
Keyword(s):  
Eye Tracking ◽  
English Learners ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Gender Agreement ◽  
Advanced Learners ◽  
Whole Process ◽  
Proficiency Level ◽  
French And English ◽  
Advanced Proficiency

This research investigates the influence of L1 properties and proficiency level on the acquisition of the Spanish gender agreement system. French and English-speaking learners of Spanish participated in the study. Subjects were divided into four different groups considering their L1 (French and English) and their proficiency level (intermediate and advanced). Subjects completed three different tasks: an untimed grammaticality judgment (UGJT) to measure learners’ explicit knowledge, an elicited oral imitation (EOI) and an eye-tracking to assess their implicit knowledge of the Spanish gender agreement system. From this multi-tiered methodology, this research project aimed to examine whether L1 properties and proficiency level influence learners’ explicit and implicit knowledge of the Spanish gender agreement. The results from the UGJT suggest that both French and English learners can notice noun-adjective discord. As for the EOI and eye-tracking tasks, only the French advanced learners clearly demonstrated integrated implicit knowledge of gender agreement. Therefore, based on these results, we can imply that implicit knowledge of gender agreement is acquired later and that L1 properties influence this whole process, even at an advanced proficiency level.

scholarly journals Assessing multilingual lexical incorporation hypotheses through a primed picture-naming task*

2012 ◽  
Vol 2 (1) ◽  
pp. 91-107 ◽  
Author(s):  
Jorge Gonzàlez Alonso
Keyword(s):  
Experimental Evidence ◽  
Lexical Access ◽  
English Learners ◽  
Picture Naming ◽  
Vocabulary Acquisition ◽  
Mental Lexicon ◽  
Naming Task ◽  
Main Effect ◽  
L1 And L2

The incorporation of new representations into the mental lexicon has raised numerous questions about the organisational principles that govern the process. A number of studies have argued that similarity between the new L3 items and existing representations in the L1 and L2 is the main incorporating force (Hall & Ecke, 2003; Herwig, 2001). Experimental evidence obtained through a primed picture-naming task with L1 Polish-L2 English learners of L3 Russian supports Hall and Ecke’s Parasitic Model of L3 vocabulary acquisition, displaying a significant main effect for both priming and proficiency. These results complement current models of vocabulary acquisition and lexical access in multilingual speakers.

Asymmetric lexical access and fuzzy lexical representations in second language learners

2013 ◽  
Vol 8 (3) ◽  
pp. 372-420 ◽  
Author(s):  
Isabelle Darcy ◽  
Danielle Daidone ◽  
Chisato Kojima
Keyword(s):  
Language Learners ◽  
Lexical Access ◽  
English Learners ◽  
Second Language Learners ◽  
American English ◽  
Advanced Learners ◽  
Lexical Representations ◽  
Phonetic Categorization ◽  
New Evidence ◽  
Over Time

For L2-learners, confusable phonemic categories lead to ambiguous lexical representations. Yet, learners can establish separate lexical representations for confusable categories, as shown by asymmetric patterns of lexical access, but the source of this asymmetry is not clear (Cutler et al., 2006). Two hypotheses compete, situating its source either at the lexical coding level or at the phonetic categorization level. The lexical coding hypothesis suggests that learners’ encoding of an unfamiliar category is not target-like but makes reference to a familiar L1 category (encoded as a poor exemplar of that L1 category). Four experiments examined how learners lexically encode confusable phonemic categories. American English learners of Japanese and of German were tested on phonetic categorization and lexical decision for geminate/singleton contrasts and front/back rounded vowel contrasts. Results showed the same asymmetrical patterns as Cutler et al.’s (2006), indicating that learners encode a lexical distinction between difficult categories. Results also clarify that the source of the asymmetry is located at the lexical coding level and does not emerge during input categorization: the distinction is not target-like, and makes reference to L1 categories. We further provide new evidence that asymmetries can be resolved over time: advanced learners are establishing more native-like lexical representations.

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