| Přispěvatelé: |
Bergsleithner, Joara M., Frota, Sylvia Nagem, Yoshioka, Jim K., Erasmushogeschool Brussel, Language and literature, Centre for Linguistics |
| Popis: |
Common wisdom suggests that paying attention is an effective way to acquire new information. In the area of second language acquisition (SLA), Schmidt argued that attention facilitates learning because it leads to noticing, which he defined as the conscious registration of some surface element of language (Schmidt, 1995, 2012). This study triangulates distinct measures of attention and awareness--namely, eye- movement recordings and verbal reports--to elucidate the differential contributions of these two mechanisms to receptive vocabulary learning. Advanced EFL learners read 20 English paragraphs embedded with 12 novel pseudowords for meaning, while an eye-tracker recorded their eye movements. Participants' ability to recognize the pseudowords in context was tested on a surprise posttest. After that, each participant took part in a post-task interview that measured her conscious recollection of reading each of the 12 target words. Results showed that both a participant's total fixation time on the pseudoword and her recollection of reading the word predicted word recognition. Furthermore, words for which participants reported autonoetic awareness (i.e., retrieval of an episodic memory) were fixated significantly longer than words with reported noetic awareness (i.e., a sense of familiarity) or no awareness. When both fixation times and awareness levels were entered into a single regression model, the awareness codings sufficed to predict word recognition scores. These findings suggest that attention (looking at a word) induced awareness (encoding the what, where, or when of a processing episode), which was itself a strong predictor of vocabulary learning. |
