Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2025-09-13 DOI:10.1111/lang.70007

Jonathan Malone, Bronson Hui, Nick Pandža, Tetiana Tytko

引用次数: 0

Abstract

This study examined second language vocabulary processing and learning in reading only (RO) versus reading while listening (RWL). 119 English learners read or read‐while‐listening to a story embedded with 25 pseudowords, 10 times each, and had their eye movements tracked. Gaze duration (GD) and total reading time (TRT) measured processing of target vocabulary, and learning outcome tests included recognition and recall tests in both visual and auditory item modalities. Eye‐tracking analyses revealed (a) a significant decrease in GD and TRT for both groups, and (b) faster reading times and greater rate of decrease across instances in RO. All learning outcomes indicated superior scores from RWL in auditory items and item modality effects in RO, but not RWL, while a group‐by‐item‐modality interaction was uncovered on two of three outcomes. Results indicated a slightly slower multimodal reading process, with superior learning of phonological information from RWL, without detriment to orthographic learning.

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眼动、项目情态和多情态二语词汇学习：加工和结果

本研究考察了单读和边听边读的二语词汇加工和学习情况。119名英语学习者阅读或边读边听一个包含25个假词的故事，每个词10次，并跟踪他们的眼球运动。凝视持续时间（GD）和总阅读时间（TRT）测量目标词汇的加工，学习结果测试包括视觉和听觉项目模式的识别和回忆测试。眼动追踪分析显示：(a)两组的GD和TRT显著下降，(b)在RO的情况下，阅读时间更快，下降速度更快。所有的学习结果都表明，RWL在听觉项目和项目模态效应方面得分较高，而RWL在三个结果中的两个结果中发现了组-项-模态的相互作用。结果显示，多模态阅读过程稍慢，从RWL中学习语音信息更优，但不影响正字法学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.