How do L2 learners of Turkish read texts with graphics? An eye-tracking study
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12017-8.pdf
Reference107 articles.
1. Abegg, M., Pianezzi, D., & Barton, J. J. (2015). A vertical asymmetry in saccades. Journal of Eye Movement Research, 8(5), 1–10. https://doi.org/10.16910/jemr.8.5.3
2. Acarturk, C., Habel, C., & Cagiltay, K. (2008). Multimodal comprehension of graphics with textual annotations: The role of graphical means relating annotations and graph lines. In J. H. J. Lee & G. Stapleton (Eds.), Diagrammatic representation and inference: Lecture notes in computer science (pp. 335–343). Springer. https://doi.org/10.1007/978-3-540-87730-1_30
3. Acarturk, C., Habel, C., Cagiltay, K., & Alacam, O. (2008). Multimodal comprehension of language and graphics: Graphs with and without annotations. Journal of Eye Movement Research, 1(3), 1–15. https://doi.org/10.16910/jemr.1.3.2
4. Acartürk, C. (2015). Referring expressions in communication through line graphs: A comparative analysis of verbal descriptions [Paper presentation]. Workshop on Discourse Structure in Turkic Languages, Ankara, Türkiye.
5. Acartürk, C. (2014). Towards a systematic understanding of graphical cues in communication through statistical graphs. Journal of Visual Languages & Computing, 25(2), 76–88. https://doi.org/10.1016/j.jvlc.2013.11.006
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