Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights From an Eye‐Tracking Study

Abstract

This study used eye‐tracking to examine changes in how second language (L2) learners process target grammatical exemplars in written L2 input in implicit and explicit instructional conditions and how these changes relate to learning gains. In three separate sessions, 77 L2 learners of English read a story containing seven examples of a grammatical construction. The results of a growth curve analysis indicated significant main effects for the instructional condition and test sessions on total fixation duration and a significant interaction between these two variables. There was minimal attentional processing and no improvement in processing efficiency of the target construction in the unenhanced condition. Learners’ attentional processing in the textually enhanced conditions decreased and, by the end of the experiment, they engaged in establishing and fine tuning form–meaning links. In the two explicit instructional conditions, participants’ attention decreased over time and form–meaning representations of the target structure were strengthened. Open Practices This article has been awarded an Open Materials badge. All materials are publicly accessible via the IRIS Repository at https://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

Effects of External and Internal Attentional Manipulations on Second Language Grammar Development

“…Another potential explanation for the weak learning effect evidenced in Experiment 1 may be related to a lack of transfer-appropriate processing as the measure of L2 development did not reflect the experimental task, whereas it did in Experiment 2. These issues, as well as a deeper examination of how attention to the target form changes over a series of trials, should be addressed in future research following recent L2 eye-tracking research (e.g., Cintrón-Valentín & Ellis, 2015; Godfroid et al, 2018; Indrarathne, Ratajczak, & Kormos, 2018; Pellicer-Sánchez, 2016). It might also be fruitful for future research to delve deeper into the experimental tasks and create permutations that more closely align with tasks from cognitive psychology.…”

Data-driven learning – a call for a broader research gaze

“…Within SLA, there is a general acceptance that paying attention to certain features of language input is a requirement for language development (Indrarathne, Ratajczak, & Kormos, 2018). Many studies have looked at the effect of attention on input processing (e.g.…”

“…Cintrón-Valentín & Ellis, 2015). The Noticing Hypothesis (Schmidt, 1990, 2001; Lai & Zhao, 2005) is widely accepted and the related term ‘noticing’ is defined as attention that involves conscious awareness (Indrarathne et al, 2018). Though the Noticing Hypothesis is frequently cited in DDL studies as a boon of the approach, the broader concept of attention (and how it manifests via DDL) might be worth much more investigation.…”

“…Variables such as the effectiveness of explicit and implicit instruction techniques and the degree of attention, noticing and learning are variously explored (in SLA). Indrarathne et al (2018) note that the role of frequency and nature of exposure to constructions is crucial to understanding how grammatical knowledge develops both from a pedagogical and a theoretical perspective.…”

Insights into the neural mechanisms of becoming bilingual: A brief synthesis of second language research with artificial linguistic systems

“…Indeed, L2 research has moved in the direction of examining L2 learning mechanisms online using eye-tracking methods (e.g. Godfroid & Uggen, 2013; Godfroid, 2019; Indrarathne, Ratajczak & Kormos, 2018; Issa & Morgan-Short, 2019). Such research often focuses on the role of attention and awareness in L2 grammar learning.…”