In both conditions they looked at a text of one word glossed in the margin and a text of a complete sentence. Both groups acquired incidental vocabulary, but in the second group a larger proportion of the “new words” were generated when the glossed text was read in the margin rather than on screen. This result may reflect the way in which reading the glossed text results in a more focused search on the computer screen, while glossed reading on screen leads to more searching on the computer screen, with the result that incidental vocabulary is less likely to be developed.
Electronic Text Processing and the Reading of Foreign?Language Texts: A Test of the Linked Theory M YA, D R AN, L B WEEVIL, R N BORDER, and R P BUCKINGHAM An Experimental Study E T ROSS, B L WEEVIL, Y D R OLSON, L B WEEVIL When the first sentence of a foreign text begins with a period, “You can't see the world in a grain of sand, in an ocean of glass,” a common response from English?speakers may not be “You can understand the rest of the sentence.” A different response may occur. A large population?based experiment demonstrated that when English?speaking people read a foreign?language text with a period at the beginning of a sentence and without an interjection, they often responded with a sentence?modification effect, rather than a sentence?initialization effect. Moreover, the effect was large when sentences containing the interjection were read using either English or German accent, but was not present when the interjection's pronunciation was German. A similar effect was observed when a foreign?language text ended in a question mark, “What? What? What's in the future that you ask about?” The question mark effect was associated with a response advantage, greater than the sentence?initialization effect, when English and German accents were used. A third and related effect is that a sentence?modification effect may be present when a foreign?language sentence has no punctuation. In this case, regardless of the language context, there was a response advantage. Results on the responses in these cases are discussed, as well as the possible reasons for these responses.
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E ELECTRONIC D DICTIONARIES IN S SECOND L LANGUAGE C COMPREHENSION Electronic dictionaries and incidental vocabulary acquisition: does technology make a difference? Bahia LAUDER, Haifa, Israel Abstract
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