Research output: Contribution to conference - Without ISBN/ISSN › Abstract › peer-review
Research output: Contribution to conference - Without ISBN/ISSN › Abstract › peer-review
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TY - CONF
T1 - Attentional Processing of Input in Different Input Conditions: an Eye Tracking Study
AU - Indrarathne, Bimali
AU - Kormos, Judit
PY - 2015/7/3
Y1 - 2015/7/3
N2 - The aim of the study reported in this presentation was to investigate how learners pay attention to target items in written L2 input in different input conditions and as a result how their knowledge of a target construction changes. We investigated this in an eye-tracking study conducted with 100 adult L2 learners. Four experimental groups received different types of input: unenhanced (unenhanced only), textually enhanced (enhanced only), textually enhanced with specific instructions asking participants to pay attention to the highlighted construction (enhanced+ instructions) and explicit explanation of the target construction in addition to enhancement and instructions (enhanced+ instruction+ explanation). The unenhanced only and enhanced only groups demonstrated a random pattern of total fixation duration (TFD) and difference between observed and expected total fixation duration (DTFD). The enhanced +instructions and enhanced+ instructions+ explanationgroups, however, showed a high TFD and DTFD at the beginning of the exposure. Parallel to this, statistically significant increase in the pre-post test gain score was observed in enhanced+ instructions and enhanced+ instructions+ explanation groups compared to the control and the unenhanced only groups. TFD and DTFD showed a significant correlation with the gain score of enhanced+ instructions+ explanation group and also DTFD with the gain score of enhanced+ instructions and enhanced only groups. The findings indicate that unenhanced or enhanced only input was not effective in improving performance in the post-test. Either specific instruction to pay attention to target features in the input or explicit explanation was needed for measurable gains in knowledge.
AB - The aim of the study reported in this presentation was to investigate how learners pay attention to target items in written L2 input in different input conditions and as a result how their knowledge of a target construction changes. We investigated this in an eye-tracking study conducted with 100 adult L2 learners. Four experimental groups received different types of input: unenhanced (unenhanced only), textually enhanced (enhanced only), textually enhanced with specific instructions asking participants to pay attention to the highlighted construction (enhanced+ instructions) and explicit explanation of the target construction in addition to enhancement and instructions (enhanced+ instruction+ explanation). The unenhanced only and enhanced only groups demonstrated a random pattern of total fixation duration (TFD) and difference between observed and expected total fixation duration (DTFD). The enhanced +instructions and enhanced+ instructions+ explanationgroups, however, showed a high TFD and DTFD at the beginning of the exposure. Parallel to this, statistically significant increase in the pre-post test gain score was observed in enhanced+ instructions and enhanced+ instructions+ explanation groups compared to the control and the unenhanced only groups. TFD and DTFD showed a significant correlation with the gain score of enhanced+ instructions+ explanation group and also DTFD with the gain score of enhanced+ instructions and enhanced only groups. The findings indicate that unenhanced or enhanced only input was not effective in improving performance in the post-test. Either specific instruction to pay attention to target features in the input or explicit explanation was needed for measurable gains in knowledge.
M3 - Abstract
T2 - BAAL Language Learning and Teaching SIG Conference
Y2 - 2 July 2015 through 3 July 2015
ER -