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A Methodological Study: Using Eye Tr...

Cerveira-Bianchi, Julia,

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A Methodological Study: Using Eye Tracking & Comprehension Questions With L1 and L2 Spanish Readers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Methodological Study: Using Eye Tracking & Comprehension Questions With L1 and L2 Spanish Readers // Julia Cerveira-Bianchi.
Author:	Cerveira-Bianchi, Julia,
Description:	1 electronic resource (53 pages)
Notes:	Source: Masters Abstracts International, Volume: 86-11.
Contained By:	Masters Abstracts International86-11.
Subject:	Language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31994593
ISBN:	9798315748007

A Methodological Study: Using Eye Tracking & Comprehension Questions With L1 and L2 Spanish Readers /
Cerveira-Bianchi, Julia,

A Methodological Study: Using Eye Tracking & Comprehension Questions With L1 and L2 Spanish Readers /Julia Cerveira-Bianchi. - 1 electronic resource (53 pages)

Source: Masters Abstracts International, Volume: 86-11.

Eye tracking with a violation paradigm is an online, real-time measure, used within the field of second language acquisition to measure implicit or automatic knowledge (Godfroid, 2019). Native speakers (L1) demonstrate implicit knowledge, and second language learners (L2) exhibit various levels of developing implicit knowledge, which serves as a measure of proficiency. In a violation paradigm, L1 and L2 speakers read grammatical and ungrammatical stimuli. The eye-tracking data provides insight into participants' sensitivity to grammatical violations. Previous studies have included comprehension questions, an offline measure, to ensure that participants read for meaning. However, eye tracking has rarely been applied to comprehension questions themselves, creating a methodological gap in the research. The present study fills this gap by investigating the relationships between eye-tracking measures, gaze duration and total duration, with accuracy and response time to comprehension questions.A total of 37 participants, L1 (N = 10) and L2 (N = 27) Spanish speakers read grammatical and ungrammatical sentences in Spanish across two conditions, temporal reference and adverb placement. Each sentence was followed by a yes or no comprehension question.Analysis using linear mixed-effects models reveals gaze duration and total duration do not predict either comprehension question accuracy or response time to comprehension questions for either condition, temporal reference and adverb placement. The difference between L1 and L2 groups trends towards significance for both gaze duration and total duration for comprehension accuracy in both conditions, suggesting L1 speakers may have higher comprehension accuracy than L2 speakers. Group membership was proved to be predictive of comprehension accuracy when investigating interaction between condition, eye-gaze measures, and comprehension measures. Finally, the interaction between total duration and condition is trending towards significance for response time to comprehension questions, indicating that as total duration increased for the temporal reference condition, response time also increased.

English

ISBN: 9798315748007Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Comprehension questions

A Methodological Study: Using Eye Tracking & Comprehension Questions With L1 and L2 Spanish Readers /
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245 1 2 $a A Methodological Study: Using Eye Tracking & Comprehension Questions With L1 and L2 Spanish Readers / $c Julia Cerveira-Bianchi.
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500 $a Advisors: Baron, Alisa Committee members: Harwood, Vanessa; Spino-Seijas, LeAnne.
502 $b M.S. $c University of Rhode Island $d 2025.
520 $a Eye tracking with a violation paradigm is an online, real-time measure, used within the field of second language acquisition to measure implicit or automatic knowledge (Godfroid, 2019). Native speakers (L1) demonstrate implicit knowledge, and second language learners (L2) exhibit various levels of developing implicit knowledge, which serves as a measure of proficiency. In a violation paradigm, L1 and L2 speakers read grammatical and ungrammatical stimuli. The eye-tracking data provides insight into participants' sensitivity to grammatical violations. Previous studies have included comprehension questions, an offline measure, to ensure that participants read for meaning. However, eye tracking has rarely been applied to comprehension questions themselves, creating a methodological gap in the research. The present study fills this gap by investigating the relationships between eye-tracking measures, gaze duration and total duration, with accuracy and response time to comprehension questions.A total of 37 participants, L1 (N = 10) and L2 (N = 27) Spanish speakers read grammatical and ungrammatical sentences in Spanish across two conditions, temporal reference and adverb placement. Each sentence was followed by a yes or no comprehension question.Analysis using linear mixed-effects models reveals gaze duration and total duration do not predict either comprehension question accuracy or response time to comprehension questions for either condition, temporal reference and adverb placement. The difference between L1 and L2 groups trends towards significance for both gaze duration and total duration for comprehension accuracy in both conditions, suggesting L1 speakers may have higher comprehension accuracy than L2 speakers. Group membership was proved to be predictive of comprehension accuracy when investigating interaction between condition, eye-gaze measures, and comprehension measures. Finally, the interaction between total duration and condition is trending towards significance for response time to comprehension questions, indicating that as total duration increased for the temporal reference condition, response time also increased.
546 $a English
590 $a School code: 0186
650 4 $a Language. $3 643551
650 4 $a Bilingual education. $3 2122778
650 4 $a Modern language. $3 3174390
653 $a Comprehension questions
653 $a Eye tracking
653 $a Automatic knowledge
653 $a Second language acquisition
653 $a Grammatical violations
690 $a 0679
690 $a 0282
690 $a 0291
710 2 $a University of Rhode Island. $b Health Sciences. $e degree granting institution. $3 3822854
720 1 $a Baron, Alisa $e degree supervisor.
773 0 $t Masters Abstracts International $g 86-11.
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791 $a M.S.
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