Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words During Reading: Evidence From Eye Movements

Abstract

Abstract This study investigates how orthographic, semantic and contextual variables—including word length, concreteness, and contextual support—impact on the processing and learning of new words in a second language (L2) when first encountered during reading. Students learning English as a foreign language (EFL) were recruited to read sentences for comprehension, embedded with unfamiliar L2 words that occurred once. Immediately after this, they received a form recognition test, a meaning recall test, and a meaning recognition test. Eye-movement data showed significant effects of word length on both early and late processing of novel words, along with effects of concreteness only on late-processing eye-tracking measures. Informative contexts were read slower than neutral contexts, yet contextual support did not show any direct influence on the processing of novel words. Interestingly, initial learning of abstract words was better than concrete words in terms of form and meaning recognition. Attentional processing of novel L2 words, operationalized by total reading time, positively predicted L2 learners’ recognition of new orthographic forms. Taken together, these results suggest: 1) orthographic, semantic and contextual factors play distinct roles for initial processing and learning of novel words; 2) online processing of novel words contributes to L2 learners’ initial knowledge of unfamiliar lexical items acquired from reading.