scholarly journals The Perceptual Span in Second Language Reading: An Eye-Tracking Study Using a Gaze-Contingent Moving Window Paradigm

2014 ◽  
Vol 04 (05) ◽  
pp. 585-594 ◽  
Author(s):  
Chi Yui Leung ◽  
Masatoshi Sugiura ◽  
Daisuke Abe ◽  
Lisa Yoshikawa
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Second Language Reading ◽  
Moving Window ◽  
Perceptual Span

scholarly journals Eye-tracking in Second Language Reading

2021 ◽  
pp. 416-432
Author(s):  
Ivana Roncevic
Keyword(s):  
Second Language ◽  
University Students ◽  
Eye Tracking ◽  
Reading Strategies ◽  
English Language ◽  
Target Language ◽  
Second Language Reading ◽  
Process Information ◽  
Research Results ◽  
Level Process

In this study eye tracking software was used to analyse the ways in which university students, adult competent speakers of English at C1 level, process information when reading texts in the target language, and which strategies they use in order to summarise a given text. Research results point to four different reading techniques used by the participants in the study: partly selective fast linear, partly selective slow linear, selective structural and nonselective reading strategies. In comparison with previous research with reading tasks in L1, results show that readers take more time when reading in L2. In addition, there is a need for skill enhancement for the purpose of improved text structuring in reading tasks in the English language.

The role of L1 reading direction on L2 perceptual span: An eye-tracking study investigating Hindi and Urdu speakers

2021 ◽  
pp. 026765832110497
Author(s):  
Leigh B Fernandez ◽  
Ricarda Bothe ◽  
Shanley EM Allen
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
First Language ◽  
Moving Window ◽  
Perceptual Span ◽  
The Gaze ◽  
Saccade Length ◽  
Reading Direction ◽  
The Right

In the current study we used the gaze-contingent moving window paradigm to directly compare the second language (L2) English perceptual span of two groups that speak languages with essentially the same lexicon and grammar but crucially with different writing directions (and scripts): Hindi (read left to right) and Urdu (read right to left). This is the first study to directly compare first language (L1) speakers of languages that differ primarily in reading direction in a common L2, English. While Urdu speakers had a slightly faster reading rate, we found no additional differences between Hindi and Urdu speakers when reading L2 English; both groups showed a perceptual span between 9 and 11 characters to the right of the fixation based on saccade length. This suggests little to no influence of L1 reading direction on L2 perceptual span, but rather that L2 perceptual span is influenced by allocation of attention during reading. Our data are in line with research by Leung et al. (2014) finding that L2 speakers have a smaller perceptual span than native speakers (L1 perceptual span is approximately 15 characters to the right of the fixation). This most likely stems from the increased demands associated with reading in a second language, which led to a reduction in the amount of attention that can be allocated outside of the current fixation.

scholarly journals Measuring Attention in Second Language Reading Using Eye-tracking: The Case of the Noticing Hypothesis

2015 ◽  
Vol 8 (5) ◽  
Author(s):  
Emrah Dolgunsöz
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Eye Tracking ◽  
Second Language Reading ◽  
Learning Gains ◽  
L2 Reading ◽  
Recognition Probability ◽  
Post Test ◽  
Standard Text ◽  
Unknown Words

Taking 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-off point 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.

Second Language Reading: A Curricular Sequence for Teaching Reading Strategies

1981 ◽  
Vol 14 (5) ◽  
pp. 415-422 ◽  
Author(s):  
Carol Hosenfeld ◽  
Vicki Arnold ◽  
Jeanne Kirchofer ◽  
Judith Laciura ◽  
Lucia Wilson
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Second Language Reading ◽  
Teaching Reading
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