This study examined the effect of pre‐reading vocabulary instruction on learners’ attention and vocabulary learning. We randomly assigned participants (L1 = 92; L2 = 88) to one of four conditions: pre‐reading instruction, where participants’ received explicit instruction on six novel items and read a text with the items repeated eight times; reading‐only, where participants simply read the same text with the novel items repeated eight times; reading‐baseline, where participants read the same text with the repeated items replaced by known (control) words; and instruction‐only, where participants received explicit instruction on the novel items and read an unrelated text. Eye‐tracking was used to measure amount of attention to the vocabulary during reading. We assessed knowledge of the target vocabulary in three immediate posttests (form recognition, meaning recall, and meaning recognition). Results showed that pre‐reading instruction (plus reading the text) led to both more vocabulary learning and a processing advantage. Cumulative reading times were a significant predictor of meaning recognition scores.

中文翻译：

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预读教学对词汇学习的影响：对母语和二级读者眼动的调查

这项研究检验了预读词汇教学对学习者注意力和词汇学习的影响。我们将参与者（L1 = 92； L2 = 88）随机分配给以下四个条件之一：预读指导，其中参与者接受了关于六个新颖项目的明确指导，并阅读了重复八次的文本；只读，参与者只需阅读相同的文字，小说作品重复八次；阅读基线，即参与者阅读相同的文本，重复项用已知（控制）词代替；仅限指导，参与者可以收到有关小说的明确指导，并阅读无关的文字。眼动仪用于衡量阅读过程中对词汇的注意程度。我们通过三项即时测验（形式识别，意思是回忆，意思是识别）。结果表明，阅读前的指导（加上阅读课文）可以带来更多的词汇学习和处理优势。累积阅读时间是意义识别分数的重要预测指标。