Home > Research > Publications & Outputs > Modelling Changes in the Cognitive Processing o...

Electronic data

  • Indrarathne_et_al_2018forPURE

    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.

    Accepted author manuscript, 759 KB, PDF-document

    Embargo ends: 2/05/20

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

Links

Text available via DOI:

View graph of relations

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

Standard

Harvard

APA

Vancouver

Author

Bibtex

@article{087c5165bce64965babe96833dfbab1b,
title = "Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights from an Eye-Tracking Study",
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.",
author = "Indrarathne, {Hawpage Dona Bimali Niroshni} and Ratajczak, {Michael Piotr} and Judit Kormos",
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.",
year = "2018",
month = "9",
doi = "10.1111/lang.12290",
language = "English",
volume = "68",
pages = "669--708",
journal = "Language Learning",
issn = "0023-8333",
publisher = "Wiley",
number = "3",

}

RIS

TY - JOUR

T1 - Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions

T2 - Insights from an Eye-Tracking Study

AU - Indrarathne, Hawpage Dona Bimali Niroshni

AU - Ratajczak, Michael Piotr

AU - Kormos, Judit

N1 - 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.

PY - 2018/9

Y1 - 2018/9

N2 - 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.

AB - 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.

U2 - 10.1111/lang.12290

DO - 10.1111/lang.12290

M3 - Journal article

VL - 68

SP - 669

EP - 708

JO - Language Learning

JF - Language Learning

SN - 0023-8333

IS - 3

ER -