Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus

Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of first languages (L1). This article addresses this need by presenting a new data resource called MECO L2 (Multilingual Eye Movements Corpus), a rich behavioral eye-tracking record of text reading in English as an L2 among 543 university student speakers of 12 different L1s.MECO L2 includes a test battery of component skills of reading and allows for a comparison of the participants’ reading performance in their L1 and L2. This data resource enables innovative large-scale cross-sample analyses of predictors of L2 reading fluency and comprehension. We first introduce the design and structure of the MECO L2 resource, along with reliability estimates and basic descriptive analyses. Then, we illustrate the utility of MECO L2 by quantifying contributions of four sources to variability in L2 reading proficiency proposed in prior literature: reading fluency and comprehension in L1, proficiency in L2 component skills of reading, extralinguistic factors, and the L1 of the readers. Major findings included (a) a fundamental contrast between the determinants of L2 reading fluency versus comprehension accuracy, and (b) high within-participant consistency in the real-time strategy of reading in L1 and L2.We conclude by reviewing the implications of these findings to theories of L2 acquisition and outline further directions in which the new data resourcemay support L2 reading research.Este artículo se encuentra publicado en Studies in Second Language Acquisition, 45(1), 3-37

Dificultades morfosintácticas en niños con hipoacusia oralizados: propuestas explicativas y su relación con otras habilidades cognitivas

Los niños con hipoacusia prelingual que adquieren una lengua oral a través de equipamiento auditivo (NHO) suelen tener un desarrollo lingüístico inferior al de los niños con desarrollo típico. Para poder diseñar programas de intervención y entrenamiento destinados a permitirles alcanzar su máximo potencial lingüístico, es crucial identificar qué aspectos del lenguaje les presentan dificultades y cuáles son las causas detrás de ellas. Este trabajo se enfoca en las habilidades morfosintácticas de los NHO a nivel oracional y su relación con otras habilidades cognitivas. Estos niños suelen tener una buena comprensión y producción de oraciones simples canónicas, pero presentan muchas dificultades con estructuras complejas, como oraciones con orden no canónico o con subordinación. El objetivo de este trabajo es presentar una revisión narrativa de diversas propuestas que intentan explicar las dificultades morfosintácticas de los NHO. Distintas propuestas atribuyen estas dificultades a limitaciones perceptuales, a una exposición insuficiente al lenguaje durante el periodo crítico para su adquisición, o a habilidades de memoria o de secuenciación subdesarrolladas como consecuencia de una exposición insuficiente al sonido a edades tempranas. Si bien para cada propuesta existe evidencia empírica, esta no es consistente. Dada la heterogeneidad característica de la población, es posible que todas las propuestas señalen factores relevantes cuyo peso varíe en niños con distintos perfiles lingüísticos, clínicos y cognitivos.Este artículo se encuentra originalmente publicado en Quintú Quimün. Revista De lingüística (e-ISSN 2591-541X

Evaluación del lenguaje oral en niños y niñas con hipoacusia: Los tests estandarizados y la edad auditiva

Muchos niños y niñas con hipoacusia que usan lenguaje oral (NHA) tienen un desarrollo lingüístico inferior al de los niños con desarrollo típico. Para estimular su desarrollo es crucial evaluar sus habilidades lingüísticas. Los test estandarizados, si bien son útiles para medir diferencias entre el nivel de desarrollo lingüístico de NHA y el desarrollo típico esperado para su edad, pueden mostrar un efecto piso en NHA debido al desfase entre su experiencia auditiva y su edad. El objetivo de este trabajo fue analizar si los puntajes estándar calculados con la edad auditiva en lugar de la edad cronológica brindan información más precisa sobre las habilidades lingüísticas de NHA. Se evaluó a 56 NHA hablantes de español con el test de vocabulario receptivo Peabody. El efecto piso fue significativamente menos frecuente en los puntajes estándar calculados con edad auditiva. Se observó además una diferencia significativa entre la edad cronológica y la edad equivalente (i.e., la edad a la que corresponde su nivel de vocabulario), con una diferencia media mayor a tres años, pero no entre la edad equivalente y la edad auditiva. Estos resultados sugieren que examinar los puntajes estándar calculados con la edad auditiva puede dar información más precisa del desarrollo lingüístico de los NHA que los puntajes estándar calculados con la edad cronológica y, por ende, puede ser un buen complemento en la evaluación. Además, señalan la ventaja de contar con test que provean baremos del nivel de los niños en determinada habilidad, independientemente de su edad cronológica.Este artículo se encuentra publicado en Revista Signos, 55(110), 928-947

Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus

Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of first languages (L1). This article addresses this need by presenting a new data resource called MECO L2 (Multilingual Eye Movements Corpus), a rich behavioral eye-tracking record of text reading in English as an L2 among 543 university student speakers of 12 different L1s. MECO L2 includes a test battery of component skills of reading and allows for a comparison of the participants' reading performance in their L1 and L2. This data resource enables innovative large-scale cross-sample analyses of predictors of L2 reading fluency and comprehension. We first introduce the design and structure of the MECO L2 resource, along with reliability estimates and basic descriptive analyses. Then, we illustrate the utility of MECO L2 by quantifying contributions of four sources to variability in L2 reading proficiency proposed in prior literature: reading fluency and comprehension in L1, proficiency in L2 component skills of reading, extralinguistic factors, and the L1 of the readers. Major findings included (a) a fundamental contrast between the determinants of L2 reading fluency versus comprehension accuracy, and (b) high within-participant consistency in the real-time strategy of reading in L1 and L2. We conclude by reviewing the implications of these findings to theories of L2 acquisition and outline further directions in which the new data resource may support L2 reading research

Expanding horizons of cross-linguistic research on reading: The Multilingual Eye-movement Corpus (MECO)

Scientific studies of language behavior need to grapple with a large diversity of languages in the world and, for reading, a further variability in writing systems. Yet, the ability to form meaningful theories of reading is contingent on the availability of cross-linguistic behavioral data. This paper offers new insights into aspects of reading behavior that are shared and those that vary systematically across languages through an investigation of eye-tracking data from 13 languages recorded during text reading. We begin with reporting a bibliometric analysis of eye-tracking studies showing that the current empirical base is insufficient for cross-linguistic comparisons. We respond to this empirical lacuna by presenting the Multilingual Eye-Movement Corpus (MECO), the product of an international multi-lab collaboration. We examine which behavioral indices differentiate between reading in written languages, and which measures are stable across languages. One of the findings is that readers of different languages vary considerably in their skipping rate (i.e., the likelihood of not fixating on a word even once) and that this variability is explained by cross-linguistic differences in word length distributions. In contrast, if readers do not skip a word, they tend to spend a similar average time viewing it. We outline the implications of these findings for theories of reading. We also describe prospective uses of the publicly available MECO data, and its further development plans

Current situation of cavy production in Cameroon: Challenges and opportunities

The review looks at the current status of cavy production in Cameroon and situates cavy culture in the area of their contribution to meat production, income generation for cavy farmers in Cameroon. It also reviews research and development of cavy culture in Cameroon. It indicates that cavy culture is an affordable way out of malnutrition for rural women and their families as well as a sustainable way of income generation for these women. It highlights the work done by the various promotion agencies like Heifer international Cameroon and the programme for the support of non-conventional livestock production (PAPENOC) in capacity building for cavy farmers as well as providing material support (improved animals, forage resources and veterinary care). It stresses the need for capacity building for cavy farmers as a means of promoting cavy culture in Cameroon and summarises present and past student/staff research on cavies at the Faculty of Agronomy and Agricultural Sciences, University of Dschang in collaboration with the Institut de Recherches Zootechniques et Vétérinaires (presently Institute of Research for Agricultural Development-IRAD). Development needs are also summarised in the challenges for research on breeding and selection, nutrition, animal health and management practices. The paper indicates that cavy production in Cameroon will have a face lift as a new project on ‘Harnessing husbandry of domestic cavy for alternative and rapid access to food and income in Cameroon and the eastern Democratic Republic of the Congo’ has been implemented since early 2012. It concludes that this project offers a golden opportunity to move the agenda for domestic cavy production forward in Cameroon

Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus

Abstract Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of first languages (L1). This article addresses this need by presenting a new data resource called MECO L2 (Multilingual Eye Movements Corpus), a rich behavioral eye-tracking record of text reading in English as an L2 among 543 university student speakers of 12 different L1s. MECO L2 includes a test battery of component skills of reading and allows for a comparison of the participants’ reading performance in their L1 and L2. This data resource enables innovative large-scale cross-sample analyses of predictors of L2 reading fluency and comprehension. We first introduce the design and structure of the MECO L2 resource, along with reliability estimates and basic descriptive analyses. Then, we illustrate the utility of MECO L2 by quantifying contributions of four sources to variability in L2 reading proficiency proposed in prior literature: reading fluency and comprehension in L1, proficiency in L2 component skills of reading, extralinguistic factors, and the L1 of the readers. Major findings included (a) a fundamental contrast between the determinants of L2 reading fluency versus comprehension accuracy, and (b) high within-participant consistency in the real-time strategy of reading in L1 and L2. We conclude by reviewing the implications of these findings to theories of L2 acquisition and outline further directions in which the new data resource may support L2 reading research.</jats:p