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Title: Young learners' processing of multimodal input and its impact on reading comprehension: An eye-tracking study
Author: Pellicer-Sánchez, Ana
Tragant Mestres, Elsa
Conkiln, Kathy
Rodgers, Michael
Serrano Serrano, Raquel
Llanes Baró, Àngels
Keywords: Ensenyament de llengües
Moviments oculars
Adquisició d'una segona llengua
Language teaching
Eye movements
Second language acquisition
Issue Date: Jul-2020
Publisher: Cambridge University Press
Abstract: Theories of multimedia learning suggest that learners can form better referential connections when verbal and visual materials are presented simultaneously. Furthermore, the addition of auditory input in reading-while-listening conditions benefits performance on a variety of linguistic tasks. However, little research has been conducted on the processing of multimedia input (written text and images) with and without accompanying audio. Eye movements were recorded during young L2 learners' (N = 30) processing of a multimedia story text in reading-only and reading-while-listening conditions in order to investigate looking patterns and their relationship with comprehension using a multiple-choice comprehension test. Analysis of the eye movement data showed that the presence of audio in reading-while-listening conditions allowed learners to look at the image more often. Processing time on text was related to lower levels of comprehension, whereas processing time on images was positively related to comprehension.
Note: Versió postprint del document publicat a:
It is part of: Studies in Second Language Acquisition, 2020, vol. 42, num. 3, p. 577-598
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ISSN: 0272-2631
Appears in Collections:Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

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