In this study, we examined the effect of previewing unfamiliar vocabulary on the real-time reading behavior of first language (L1) and second language (L2) readers. University students with English as their L1 or L2 read passages with embedded pseudowords. In a within-participant manipulation, definitions of the pseudowords were either previewed before reading or reviewed after reading. Previewing significantly affected reading behavior on early and late eye-movement measures, and the patterns of change on the first three contextual encounters with the pseudowords differed for L1 and L2 readers. On the multiple-choice cloze posttest, encountering novel words in reading followed by definitions resulted in somewhat more accurate responses for L1 but not L2 participants. The learning condition did not affect the results of the meaning recall posttest. These findings contribute to a more nuanced understanding of the relationship between vocabulary support approaches and the reading behavior of L1 and L2 readers when they encounter unfamiliar words in texts.

中文翻译：

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阅读前预览新单词会影响阅读过程中的处理：针对第一语言和第二语言读者的眼动研究

在这项研究中，我们研究了预览不熟悉的词汇对第一语言（L1）和第二语言（L2）读者的实时阅读行为的影响。以英语为母语或母语的大学生阅读嵌入伪词的段落。在参与者内部的操作中，伪词的定义要么在阅读前预览，要么在阅读后回顾。预览显着影响了早期和晚期眼动测量的阅读行为，并且对于 L1 和 L2 读者来说，前三次与伪词的上下文接触的变化模式是不同的。在多项选择完形填空后测试中，在阅读中遇到新单词并随后进行定义时，L1 参与者的回答更加准确，但 L2 参与者的回答却没有。学习条件不影响意义回忆后测的结果。这些发现有助于更细致地理解词汇支持方法与母语和母语读者在文本中遇到不熟悉的单词时的阅读行为之间的关系。