Okładka

Cognitive Strategies of Second Language Vocabulary Inferencing: An Eye Tracking Study

Zapisane w:
Wydane w:Education Sciences vol. 14, no. 5 (2024), p. 490
1. autor: Izmalkova, Anna
Kolejni autorzy: Blinnikova, Irina
Wydane:
MDPI AG
Hasła przedmiotowe:
Problem solving
Second language vocabulary learning
Language acquisition
Memory
English as a second language learning
Clauses
Word frequency
Discourse strategies
Keywords
Language thought relationship
Eye movements
Second language learning
Educational objectives
Knowledge
Reading comprehension
Context
Morphological processing
Word meaning
Morphology
Meaning
Cognition
Cues
Vocabulary
Strategies
Novel words
Fixation
Cognitive strategies
Tracking
Eye tracking
Paired Associate Learning
Learning Strategies
Vocabulary Development
Metacognition
Dostęp online:Citation/Abstract
Full Text + Graphics
Full Text - PDF
Etykiety: Dodaj etykietę
Nie ma etykietki, Dołącz pierwszą etykiete!
Streszczenie:In contextual vocabulary acquisition, second language learners address both morphological and contextual cues to infer the meanings of novel words. The study investigated cognitive strategies and their eye movement correlates in contextual vocabulary inferencing task. A sample of 30 healthy participants with normal or corrected to normal vision read an Intermediate-level text in English, aiming to define the meaning of 10 low-frequency words embedded in the text. Based on both unstructured and structured post-hoc reports, we attributed the inferencing process either to word-level processing, context-level processing, or discourse-level processing strategy. Eye movements were recorded on the target word and on the target word clause areas of interest. Inferencing success was associated with increased first fixation duration on the target word both for word- and context-level processing strategy, and increased dwell time on the target word clause for context-level processing strategy. Our findings emphasize the role of both morphological and contextual processing in vocabulary inferencing task.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci14050490
Źródło:Education Database