Motivated by a series of interconnected studies on simultaneous attention to form and meaning, we revisit L2 learners’ real-time processing of text by using eye-tracking as an unobtrusive method to provide concurrent data on attention allocation. Seventy-five L2 Spanish learners were instructed to attend to an assigned form in a reading passage and to press a button when they noticed it. After reading the passage, the learners answered 10 multiple-choice comprehension questions. The participants’ responses to the comprehension questions and their reading behaviors reflected in eye-movement data suggest that attention to grammatical form may hinder L2 learners’ simultaneous attention to form and meaning. However, individual differences in global text processing contributed to the differences in the participants’ text-comprehension scores over and above the task instruction to attend to form: Slower L2 readers who read the passage more carefully showed better text comprehension.

受一系列关于同时关注形式和意义的相互关联研究的启发，我们重新审视了二语学习者对文本的实时处理，通过使用眼动追踪作为一种不显眼的方法来提供关于注意力分配的并发数据。要求 75 名 L2 西班牙语学习者注意阅读文章中指定的表格，并在他们注意到时按下按钮。阅读文章后，学习者回答了 10 道选择题理解题。参与者对理解问题的回答和他们在眼球运动数据中反映的阅读行为表明，对语法形式的关注可能会阻碍二语学习者同时关注形式和意义。然而，