The Outcomes and Interplay of Vocabulary Coping Strategies and Dictionary Skills in Task-Based Reading: An Eye Tracking Study
The Outcomes and Interplay of Vocabulary Coping Strategies and Dictionary Skills in Task-Based Reading: An Eye Tracking Study
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基于任务的阅读中词汇应对策略和词典技能的结果和相互作用：眼动追踪研究
DOI：
10.1093/ijl/ecad003
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发表时间：
2023
影响因子：
0.5
通讯作者：
Atkins Andrew
中科院分区：
文献类型：
--
作者：
Prichard Caleb;Atkins Andrew
本研究采用眼动追踪法对日本英语学习者在任务型阅读中的词汇应对策略和词典使用技巧进行了研究。参与者可以访问一个在线词典，每个词有四个定义，包括三个不适用的定义。研究了阅读策略和词典技能的相互作用和结果。研究发现，与之前的研究相比，参与者的表现没有统计学差异，参与者可以使用只有适用定义的字典。由于字典更难，参与者更经常进行回归来调查文本中的上下文，但他们并没有减少字典的使用。大多数参与者在阅读时缺乏策略能力，但他们在词典技能方面表现出了能力。在极少数字典使用失败的情况下，读者通常没有检查文本中的上下文线索。对于与任务相关的单词，重读上下文线索然后使用字典的参与者表现得更好。教育工作者和材料开发商的影响进行了讨论。
This research utilised eye tracking to examine the vocabulary coping strategies and dictionary skills of Japanese English learners in task-based reading. Participants had access to an online dictionary with four definitions per word, including three inapplicable definitions. The interplay and outcomes of reading strategies and dictionary skills were investigated. The research found that performance was not statistically different compared to previous research where participants had access to a dictionary with only the applicable definition. Given the more difficult dictionary, participants more often made regressions to investigate the context in the text, but they did not reduce their dictionary use. Most participants lacked strategic competence while reading, but they demonstrated competence in dictionary skills. In rare instances of failed dictionary use, readers usually had not inspected the context cues in the text. For task-relevant words, participants who re-read context cues and then used the dictionary performed better. Implications for educators and materials developers are discussed.