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In:Implicit and Explicit Learning of Languages
Edited by Patrick Rebuschat
[Studies in Bilingualism 48] 2015
► pp. 325–348

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Investigating implicit and explicit processing using L2 learners’ eye-movement data

 | Michigan State University
ORCiD logo with link | Michigan State University
Published online: 24 September 2015
DOI logo with link
https://doi.org/10.1075/sibil.48.14god
In this chapter we review eye-tracking methodology as a way to investigate aspects of implicit and explicit L2 processing, given that the research context allows one to do so. We begin by briefly reviewing the L1 eye-tracking research of psychologists and cognitive scientists whose work provided (and continues to provide) a strong foundation for subsequent and now burgeoning L2 eye-movement studies. We discuss how eye-movement records can be used to investigate the workings of the language-processing system, which in adult L2 learners is often fraught with processing difficulties that can give rise to longer or more frequent fixations and rereading. We explain the premise that longer fixations and more regressions, as compared to baseline data, indicate more effortful processing and, in some research designs, more attention. However, the resolution (successful or not, remembered or abandoned) of that processing is not specified through the eye-movement record. Following that premise, we outline how L2 researchers use eye-tracking data to investigate bilingualism’s effects on language access and processing. We also review eye-movement research by applied linguists who have investigated L2 knowledge, processing, and implicit or explicit learning conditions. We conclude by recommending that researchers triangulate their eye-movement data with offline or other online measures to provide more nuanced insights into the nature and effects of L2 learners’ processing, whether implicit or explicit and conducive to L2 development or not. In this way, future SLA researchers can employ eye trackers to robustly investigate L2 learning from an implicit vs. explicit perspective.
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2024. L2 Explicit Knowledge Does Matter in SLA Development. In Policy Development, Curriculum Design, and Administration of Language Education [Advances in Educational Technologies and Instructional Design, ], ► pp. 170 ff. DOI logo
Chandy, Radha, Raquel Serrano & Ana Pellicer-Sánchez
2024. The effect of context on the processing and learning of novel L2 vocabulary while reading. Applied Psycholinguistics 45:6 ► pp. 1086 ff. DOI logo
McCarron, Sean Patrick & Victor Kuperman
2022. Effects of year of post‐secondary study on reading skills for L1 and L2 speakers of English. Journal of Research in Reading 45:1 ► pp. 43 ff. DOI logo
Oliveira Santos, Diana
2022. Revisiter l’apprentissage informel en articulant des définitions de l'apprentissage par le prisme de la conscience. Recherches en didactique des langues et des cultures 20-1:20-1 DOI logo
Spino, LeAnne
2022. Investigating grammatical gender agreement in Spanish. In The Acquisition of Gender [Studies in Bilingualism, 63], ► pp. 183 ff. DOI logo
Abbas, Nawras, Tamar Degani & Anat Prior
2021. Equal Opportunity Interference: Both L1 and L2 Influence L3 Morpho-Syntactic Processing. Frontiers in Psychology 12 DOI logo
Csizér, Kata & Ágnes Albert
2020. Egyéni különbségek kvalitatív kutatása a nyelvpedagógiában: nemzetközi folyóiratok szisztematikus szakirodalmi áttekintése. Magyar Pedagógia 120:3 ► pp. 203 ff. DOI logo
Hui, Bronson
2020. PROCESSING VARIABILITY IN INTENTIONAL AND INCIDENTAL WORD LEARNING. Studies in Second Language Acquisition 42:2 ► pp. 327 ff. DOI logo
Li, Fengying, Chenlu Zhao & Weijian Li
2020. Implicit learning of semantic preferences of English words by Chinese learners. Consciousness and Cognition 84 ► pp. 102986 ff. DOI logo
Snefjella, Bryor, Nadia Lana & Victor Kuperman
2020. How emotion is learned: Semantic learning of novel words in emotional contexts. Journal of Memory and Language 115 ► pp. 104171 ff. DOI logo
Curcic, Maja, Sible Andringa & Folkert Kuiken
2019. The Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processing. Language Learning 69:S1 ► pp. 42 ff. DOI logo
Shakouri, Nima & Parviz Maftoon
2016. The role of eye dominance in recalling lexical items in second language acquisition. International Journal of Research Studies in Language Learning 7:1 DOI logo
Andringa, Sible & Patrick Rebuschat
2015. NEW DIRECTIONS IN THE STUDY OF IMPLICIT AND EXPLICIT LEARNING. Studies in Second Language Acquisition 37:2 ► pp. 185 ff. DOI logo

This list is based on CrossRef data as of 1 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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