The role of prediction in novel vocabulary learning from context

当阅读句子时，说话者会对即将出现的单词产生预测。预测可以帮助处理，因为说话者可以在句子中呈现信息之前获得信息。然而，句子中单词的可预测性可能会支持或阻碍长期保留。一方面，句子中出现的单词对特定单词产生了强烈的期望（例如，她读过这本书），因为它们证实了人们的期望，所以被更好地记住了。另一方面，在句子中出现的单词并没有建立任何期望（例如，她感动了这本书）也因为它们的独特性而被人们铭记。该项目将探索预测对母语（L1）和非母语（L2）使用者记忆和学习的影响。生成预测可以支持L1说话者的单词学习。然而，尽管L2说话者比L1说话者更成功地获得新单词，但L2说话者的预测速度更慢，也更费力。因此，目前还不清楚L1和L2使用者是否依赖于类似的过程来学习新词汇。我们将研究句子语境中的预测如何影响L1和L2使用者的词汇学习。学习将通过跟踪演讲者的眼球运动和单词知识测试来评估。我们还将在各种可预测和不可预测的句子中研究单词可预测性和学习之间的关系，以测试句子上下文的多样性如何影响学习。这些发现将为语言习得和双语理论提供信息，并对外语学习和教学具有实际意义

When reading sentences, speakers generate predictions about upcoming words. Prediction can aid processing, as speakers have access to information before it is presented in a sentence. However, the predictability of a word in a sentence may support or hinder long-term retention. On the one hand, words presented in sentences that set up strong expectations for a particular word (e.g., she read the book) are better remembered as they confirm expectations. On the other hand, words presented in sentences that do not set up any expectations (e.g., she moved the book) are also remembered well due to their distinctiveness. This project will explore the consequences of prediction for memory and learning in native (L1) and non-native (L2) speakers. Generating predictions can support word learning in L1 speakers. However, although L2 speakers acquire new words more successfully than L1 speakers, prediction is slower and more effortful for L2 speakers. Thus, it remains unclear whether L1 and L2 speakers rely on similar processes for learning new vocabulary.We will examine how prediction in sentence contexts can influence word learning in L1 and L2 speakers. Learning will be assessed by tracking speakers' eye movements and with tests of word knowledge. We will also examine the relationship between word predictability and learning in a variety of predictable and less predictable sentences to test how the diversity of sentence contexts influences learning. These findings will inform theories of language acquisition and bilingualism, with practical implications for foreign language learning and teaching