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Promoting L2 acquisition of multiword units through textually enhanced audiovisual input : an eye-tracking study

Eva Puimège, Maribel Montero Perez (UGent) and Elke Peters
(2023) SECOND LANGUAGE RESEARCH. 39(2). p.471-492
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Abstract
This study examines the effect of textual enhancement on learners' attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners' online processing of the multiword units as they appeared in the captions. Form recall pre- and posttests measured learners' acquisition of the target items. The results of mixed effects models indicate that enhanced items received greater visual attention, with longer reading times, less single word skipping and more rereading. Further, a positive relationship was found between amount of visual attention and learning odds: items fixated longer, particularly during the first pass, were more likely to be recalled in an immediate posttest. Our findings provide empirical support for the positive effect of visual attention on form recall of multiword units encountered in captioned television. The results also suggest that item difficulty and amount of attention were more important than textual enhancement in predicting learning gains.
Keywords
audiovisual input, eye-tracking, formulaic language, textual enhancement, INCIDENTAL VOCABULARY ACQUISITION, LEARNERS, COLLOCATIONS, TELEVISION, ATTENTION, MOVEMENTS, LANGUAGE, CAPTIONS, MEMORY, Steunpunt Diversiteit & Leren, language learning

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MLA
Puimège, Eva, et al. “Promoting L2 Acquisition of Multiword Units through Textually Enhanced Audiovisual Input : An Eye-Tracking Study.” SECOND LANGUAGE RESEARCH, vol. 39, no. 2, 2023, pp. 471–92, doi:10.1177/02676583211049741.
APA
Puimège, E., Montero Perez, M., & Peters, E. (2023). Promoting L2 acquisition of multiword units through textually enhanced audiovisual input : an eye-tracking study. SECOND LANGUAGE RESEARCH, 39(2), 471–492. https://doi.org/10.1177/02676583211049741
Chicago author-date
Puimège, Eva, Maribel Montero Perez, and Elke Peters. 2023. “Promoting L2 Acquisition of Multiword Units through Textually Enhanced Audiovisual Input : An Eye-Tracking Study.” SECOND LANGUAGE RESEARCH 39 (2): 471–92. https://doi.org/10.1177/02676583211049741.
Chicago author-date (all authors)
Puimège, Eva, Maribel Montero Perez, and Elke Peters. 2023. “Promoting L2 Acquisition of Multiword Units through Textually Enhanced Audiovisual Input : An Eye-Tracking Study.” SECOND LANGUAGE RESEARCH 39 (2): 471–492. doi:10.1177/02676583211049741.
Vancouver
1.
Puimège E, Montero Perez M, Peters E. Promoting L2 acquisition of multiword units through textually enhanced audiovisual input : an eye-tracking study. SECOND LANGUAGE RESEARCH. 2023;39(2):471–92.
IEEE
[1]
E. Puimège, M. Montero Perez, and E. Peters, “Promoting L2 acquisition of multiword units through textually enhanced audiovisual input : an eye-tracking study,” SECOND LANGUAGE RESEARCH, vol. 39, no. 2, pp. 471–492, 2023.
@article{8720891,
  abstract     = {{This study examines the effect of textual enhancement on learners' attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners' online processing of the multiword units as they appeared in the captions. Form recall pre- and posttests measured learners' acquisition of the target items. The results of mixed effects models indicate that enhanced items received greater visual attention, with longer reading times, less single word skipping and more rereading. Further, a positive relationship was found between amount of visual attention and learning odds: items fixated longer, particularly during the first pass, were more likely to be recalled in an immediate posttest. Our findings provide empirical support for the positive effect of visual attention on form recall of multiword units encountered in captioned television. The results also suggest that item difficulty and amount of attention were more important than textual enhancement in predicting learning gains.}},
  author       = {{Puimège, Eva and Montero Perez, Maribel and Peters, Elke}},
  issn         = {{0267-6583}},
  journal      = {{SECOND LANGUAGE RESEARCH}},
  keywords     = {{audiovisual input,eye-tracking,formulaic language,textual enhancement,INCIDENTAL VOCABULARY ACQUISITION,LEARNERS,COLLOCATIONS,TELEVISION,ATTENTION,MOVEMENTS,LANGUAGE,CAPTIONS,MEMORY,Steunpunt Diversiteit & Leren,language learning}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{471--492}},
  title        = {{Promoting L2 acquisition of multiword units through textually enhanced audiovisual input : an eye-tracking study}},
  url          = {{http://doi.org/10.1177/02676583211049741}},
  volume       = {{39}},
  year         = {{2023}},
}
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