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Vowel Length From Latin to Romance

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Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

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Academic Paper


Title: Effects of topic interest and prior knowledge on text recall and annotation use in reading a hypermedia text in the L2
Author: Gülcan Erçetin
Email: click here TO access email
Institution: Boğaziçi University
Linguistic Field: Language Acquisition; Psycholinguistics
Abstract: This study investigates the effects of topic interest and prior knowledge on text recall and annotation use of second language learners engaged in reading a hypermedia text. The participants were proficient learners of English enrolled in an undergraduate English Language Teaching programme. They were asked to read a hypermedia text that incorporated word-level and topic-level annotations, and complete an immediate recall task. Participants’ interaction with the text was recorded during the reading task. Data collection tools also included a topic interest questionnaire, a prior knowledge test, and semi-structured interviews. Results indicated no meaningful relationship between topic interest and prior knowledge. Moreover, topic interest had a significant main effect on text recall while prior knowledge did not. In other words, topic interest facilitated the number of propositions recalled. Finally, a significant interaction between topic interest and prior knowledge was found in terms of access to annotations. When topic interest was low, the participants with low prior knowledge utilized content-related annotations more frequently than those with high prior knowledge. On the other hand, when topic interest was high, the participants with high prior knowledge accessed content-related annotations more frequently than those with low prior knowledge.

CUP AT LINGUIST

This article appears IN ReCALL Vol. 22, Issue 2, which you can READ on Cambridge's site or on LINGUIST .



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