This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2) textually enhanced, expeditious reading, (3) textually non-enhanced, careful reading, and (4) textually non-enhanced, expeditious reading. For the enhanced conditions, the target L2 construction, i.e. the use of English participle phrases in the restrictive use, was typographically enhanced using a different color. In addition, the reading task was manipulated in terms of the speed and the manner of reading, i.e. careful reading to remember textual information as accurately as possible or expeditious reading to figure out the gist as soon as possible. While reading the article, learners’ eye-movements were recorded with an eye-tracker to measure the allocation of attentional resources as well as reading processes. In addition, stimulated recalls were collected for qualitative analysis of learners’ attentional processes. The results revealed that both textual enhancement and task manipulation had significant effects on the way participants allocated their attentional resources during reading, while it did not affect their knowledge of the target constructions as reflected in their grammaticality judgment scores.

本研究考察了文本增强和任务操作对学习者注意力处理和第二语言 (L2) 语法知识发展的影响程度。共有 73 名韩国大学生在以下四种实验条件之一中阅读了一篇评论新闻文章：(1) 文本增强、仔细阅读；(2) 文本增强、速读；(3) 文本非增强、仔细阅读；以及（ 4）文本非增强，快速阅读。对于增强条件，目标 L2 结构，即在限制性使用中使用英语分词短语，使用不同的颜色在印刷上增强。此外，阅读任务在阅读速度和阅读方式方面受到操纵，即 仔细阅读以尽可能准确地记住文本信息或快速阅读以尽快找出要点。在阅读文章时，学习者的眼球运动被眼动仪记录下来，以衡量注意力资源的分配以及阅读过程。此外，还收集了受刺激的回忆，用于对学习者的注意力过程进行定性分析。结果表明，文本增强和任务操作对参与者在阅读过程中分配注意力资源的方式都有显着影响，但不影响他们对目标结构的了解，如语法判断分数所反映的那样。使用眼动仪记录学习者的眼球运动，以测量注意力资源的分配以及阅读过程。此外，还收集了受刺激的回忆，用于对学习者的注意力过程进行定性分析。结果表明，文本增强和任务操作对参与者在阅读过程中分配注意力资源的方式都有显着影响，而不会影响他们对目标结构的了解，这反映在他们的语法判断分数上。使用眼动仪记录学习者的眼球运动，以测量注意力资源的分配以及阅读过程。此外，还收集了受刺激的回忆，用于对学习者的注意力过程进行定性分析。结果表明，文本增强和任务操作对参与者在阅读过程中分配注意力资源的方式都有显着影响，而不会影响他们对目标结构的了解，这反映在他们的语法判断分数上。