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    Rights statement: This is the peer reviewed version of the following article:Indrarathne, B. , Ratajczak, M. and Kormos, J. (2018), Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights From an Eye‐Tracking Study. Language Learning, 68: 669-708. doi:10.1111/lang.12290 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/lang.12290 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

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    Embargo ends: 2/05/20

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Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights from an Eye-Tracking Study

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>09/2018
<mark>Journal</mark>Language Learning
Issue number3
Volume68
Number of pages40
Pages (from-to)669-708
Publication statusPublished
Early online date2/05/18
Original languageEnglish

Abstract

This study used eye-tracking to examine changes in how second language (L2) learners process target grammatical exemplars in written L2 input in implicit and explicit instructional conditions and how these changes relate to learning gains. In three separate sessions, 77 L2 learners of English read a story containing seven examples of a grammatical construction. The results of a growth curve analysis indicated significant main effects for the instructional condition and test sessions on total fixation duration and a significant interaction between these two variables. There was minimal attentional processing and no improvement in processing efficiency of the target construction in the unenhanced condition. Learners’ attentional processing in the textually enhanced conditions decreased and, by the end of the experiment, they engaged in establishing and fine-tuning form-meaning links. In the two explicit instructional conditions, participants’ attention decreased over time and form-meaning representations of the target structure were strengthened.

Bibliographic note

This is the peer reviewed version of the following article:Indrarathne, B. , Ratajczak, M. and Kormos, J. (2018), Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights From an Eye‐Tracking Study. Language Learning, 68: 669-708. doi:10.1111/lang.12290 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/lang.12290 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.