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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/225222
Multimodal input and L2 pragmatics: An eye-tracking study
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Abstract
Analyzing the effects of multimodal input in the acquisition of second/foreign language (L2) pragmatics is a recent area in research. In this line, the use of eye-tracking to investigate L2 pragmatics remains limited ( Godfroid, 2019 ). This study aimed to explore the effects of multimodal input on L2 requests among English as a Foreign Language (EFL) learners, while monitoring them with a webcam eye-tracker. The study used a multiple-choice discourse completion test at pre and posttest to evaluate the effects of viewing audio-visual material with or without captions. Additionally, a subset of participants was interviewed regarding pragmatic perception. Findings indicate that participants exposed to captioned videos performed better in the posttest and relied on captions when viewing, a result corroborated by retrospective interviews.
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Barón, Júlia; M. Luz Celaya & Alicia Martínez-Flor. (2024). "Multimodal input and L2 pragmatics. An eye-tracking study". DINS: Carmen Muñoz & Imma Miralpeix, Audiovisual Input and L2 Learning, Amsterdam: John Benjamins, [9789027246493], pp. 126-149.
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CELAYA VILLANUEVA, Ma. Luz (María Luz), BARÓN PARÉS, Júlia and MARTÍNEZ-FLOR, Alicia. Multimodal input and L2 pragmatics: An eye-tracking study. Capítol del llibre: Carmen Muñoz & Imma Miralpeix. Audiovisual Input and L2 Learning. Vol. Amsterdam: John Benjamins, num. 126-149. ISBN 9789027246493. [consulted: 7 of June of 2026]. Available at: https://hdl.handle.net/2445/225222