Processing Variability in Intentional and Incidental Word Learning: An Extension of Solovyeva and Dekeyser (2018)

Autor/in	Hui, Bronson
Titel	Processing Variability in Intentional and Incidental Word Learning: An Extension of Solovyeva and Dekeyser (2018)
Quelle	In: Studies in Second Language Acquisition, 42 (2020) 2, S.327-357 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hui, Bronson)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263119000603
Schlagwörter	Incidental Learning; Vocabulary Development; Language Processing; Eye Movements; English; Native Language; Task Analysis; African Languages; Decision Making; Reading Rate; Comparative Analysis; Reading Processes; Second Languages + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Wortschatzarbeit; Sprachverarbeitung; Augenbewegung; English language; Englisch; Aufgabenanalyse; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Decision-making; Entscheidungsfindung; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseprozess; Second language; Zweitsprache
Abstract	I investigated the trajectory of processing variability, as measured by coefficient of variation (CV), using an intentional word learning experiment and reanalyzing published eye-tracking data of an incidental word learning study (Elgort et al., 2018). In the word learning experiment, native English speakers (N = 35) studied Swahili-English word pairs (k = 16) before performing 10 blocks of animacy judgment tasks. Results replicated the initial CV increase reported in Solovyeva and DeKeyser (2018) and, importantly, captured a roughly inverted U-shaped development in CV. In the reanalysis of eye-tracking data, I computed CVs based on reading times on the target and control words. Results did not reveal a similar inverted U-shaped development over time but suggested more stable processing of the high-frequency control words. Taken together, these results uncovered a fuller trajectory in CV development, differences in processing demands for different aspects of word knowledge, and the potential use of CV with eye-tracking research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01