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

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, Bimali

AU - Ratajczak, Michael

AU - Kormos, Judit

N1 - ©2018 The Authors

PY - 2018/8/1

Y1 - 2018/8/1

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.

KW - attention

KW - explicit instruction

KW - exposure

KW - eye-tracking

KW - implicit instruction

UR - http://www.scopus.com/inward/record.url?scp=85046361245&partnerID=8YFLogxK

U2 - 10.1111/lang.12290

DO - 10.1111/lang.12290

M3 - Article

SN - 0023-8333

VL - 68

SP - 669

EP - 708

JO - Language Learning

JF - Language Learning

IS - 3

ER -