The Effect of Pre‐reading Instruction on Vocabulary Learning: An Investigation of L1 and L2 Readers’ Eye Movements
The Effect of Pre‐reading Instruction on Vocabulary Learning: An Investigation of L1 and L2 Readers’ Eye Movements
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预阅读教学对词汇学习的影响：对母语和母语读者眼动的调查
DOI：
10.1111/lang.12430
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发表时间：
2020
影响因子：
4.4
通讯作者：
Laura Vilkaitė‐Lozdienė
中科院分区：
文献类型：
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作者：
A. Pellicer‐Sánchez;K. Conklin;Laura Vilkaitė‐Lozdienė
本研究考察了阅读前词汇教学对学习者注意力和词汇学习的影响。我们将参与者（母语为第一语言的有92人；母语为第二语言的有88人）随机分配到四种条件中的一种：阅读前教学，参与者接受对六个新单词的明确教学，并阅读一篇其中这些单词重复八次的文章；仅阅读，参与者只是阅读同一篇其中新单词重复八次的文章；阅读基线，参与者阅读同一篇文章，但重复的单词被已知（对照）单词替换；仅教学，参与者接受对新单词的明确教学，并阅读一篇无关的文章。用眼动追踪来测量阅读过程中对词汇的注意力程度。我们在三个即时后测（形式识别、词义回忆和词义识别）中评估目标词汇的知识。结果表明，阅读前教学（加上阅读文章）既促进了更多的词汇学习，又带来了加工优势。累计阅读时间是词义识别分数的一个重要预测指标。
This study examined the effect of pre-reading vocabulary instruction on learners’ attention and vocabulary learning. We randomly assigned participants (L1 = 92; L2 = 88) to one of four conditions: pre-reading instruction, where participants’ received explicit instruction on six novel items and read a text with the items repeated eight times; reading-only, where participants simply read the same text with the novel items repeated eight times; reading-baseline, where participants read the same text with the repeated items replaced by known (control) words; and instruction-only, where participants received explicit instruction on the novel items and read an unrelated text. Eye-tracking was used to measure amount of attention to the vocabulary during reading. We assessed knowledge of the target vocabulary in three immediate posttests (form recognition, meaning recall, and meaning recognition). Results showed that pre-reading instruction (plus reading the text) led to both more vocabulary learning and a processing advantage. Cumulative reading times were a significant predictor of meaning recognition scores.