By means of a series of recent studies, this talk describes the wide-ranging potential, and limitations, of eye-tracking technology for research into reading in another language. It also considers the development of specific methodological guidelines and eye-tracking measures to best fulfil the function of advancing insights in this area.
The use of eye-tracking technology is well-established in first-language (L1) reading research, with a substantial amount of work, for example, to relate various measures derived from eye-tracking traces to the reading ability of L1 speakers. Only fairly recently, however, have second language (L2) researchers begun to experiment with eye-tracking technology to gain insights into the learning, teaching and assessment of reading in another language. By means of a series of recent studies, I will describe the wide-ranging potential of eye-tracking technology for the field of reading in another language, while also considering the technique’s limitations. I will illustrate how and to what extent eye-tracking can be used: a) to further our insights into the cognitive processes and challenges of reading in another language, b) to explore the interactions between cognitive processes and reader characteristics, c) to evaluate the validity of instruments and tools used in second language reading research, and d) to validate tests of reading in another language. In addition, I will present emerging findings on the potential of eye-tracking measures to model L2 reading proficiency. While the use of eye-tracking technology in L2 research has been informed by the methodological knowledge and expertise acquired in past L1 reading research, I will also highlight some differences that exist in the types of research aims and questions in L2 reading research, as compared to common research foci in L1 reading. I will discuss how this requires the field to develop some specific guidelines and eye-tracking measures to best fulfil the function of advancing insights into reading in another language.
