A paper titled "The impact of input mode on incidental vocabulary learning for CSL learners: Evidence from offline tests and eye-tracking studies" has been published in the journal System.The study was co-authored by Professor Yu Miao (corresponding author) and graduate student Xie Yuxin (first author) from the Faculty of Psychology at Tianjin Normal University. The research received support from the National Social Science Fund of China (20BYY098).

Identifying the optimal input modality is crucial for facilitating incidental vocabulary acquisition among Chinese as a Second Language (CSL) learners. However, a consensus on the most effective mode is lacking, and research on learners' real-time lexical processingremains limited, especially in the context of CSL. To address this gap, this study employed eye-tracking technology alongside vocabulary knowledge tests (assessing form and meaning recognition) to investigate the effects of input mode on incidental vocabulary learning in CSL learners.

The results showed that both CSL learners and native speakers achieved significantly higher accuracy in form and meaning recognition tests under reading-only conditions compared to listening-while-reading. In the listening-while-reading mode, both groups exhibited longer first fixation durations, along with higher regression-in rates and skip rates. A key difference emerged in regression path duration, which was significantly longer for native speakers during listening-while-reading. Although regression-in rates increased under listening-while-reading for both groups, this increase was more pronounced among CSL learners. Furthermore, fixation patterns significantly predicted the acquisition of different aspects of vocabulary knowledge in both groups.

These findings indicate that the reading-only condition proves more beneficial for incidental vocabulary learning in both CSL learners and native speakers, as evidenced by advantages in real-time lexical processing—anoutcome consistent with cognitive load theory. Additionally, fixation durations were correlated with learning outcomes in both groups. This study reinforces the role of reading in incidental vocabulary acquisition, provides empirical support for CSL vocabulary teaching, and offers practical recommendations for leveraging reading to enhance vocabulary learning.

Article link: https://doi.org/10.1016/j.system.2025.103853

By He Jierui