By the same authors

From the same journal

From the same journal

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

Research output: Contribution to journalArticle

Author(s)

Department/unit(s)

Publication details

JournalLanguage Learning
DateAccepted/In press - 20 Jan 2018
DateE-pub ahead of print - 2 May 2018
DatePublished (current) - Sep 2018
Issue number3
Volume68
Number of pages40
Pages (from-to)669-708
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.

Bibliographical note

©2018 The Authors

    Research areas

  • attention, explicit instruction, exposure, eye-tracking, implicit instruction

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations