{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113811"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113811","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Language learning in context: an investigation of the processing and learning of new linguistic information.","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Tsiola, Anna"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Linguistics","degree_department":null,"school":null,"contributors":["Christianson, Kiel","Bowles, Melissa","Ionin, Tania","McDonough, Kim"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:06Z","date_published":"2022-04-29T21:34:06Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Linguistics"],"languages":["en","eng"],"rights":["Copyright 2021 Anna Tsiola"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113811","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Christianson, Kiel","Bowles, Melissa","Ionin, Tania","McDonough, Kim"]},{"key":"dc:creator","label":"Author","values":["Tsiola, Anna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:06Z","2021-12","2021-10-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Linguistics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Linguistics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Anna Tsiola"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113811"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Anna Tsiola, accepted the attached license on 2021-10-05 at 12:59.","The student, Anna Tsiola, submitted this Dissertation for approval on 2021-10-05 at 13:01.","This Dissertation was approved for publication on 2021-10-12 at 15:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17136 on 2022-04-06 at 17:08:44","Made available in DSpace on 2022-04-29T21:34:06Z (GMT). No. of bitstreams: 3 TSIOLA-DISSERTATION-2021.pdf: 4123618 bytes, checksum: 2345d8dceee7e65d1102f5000899dfab (MD5) LICENSE.txt: 4208 bytes, checksum: 5c45dd406efb8d831b2777554e7cfc66 (MD5) PROQUEST_LICENSE.txt: 4554 bytes, checksum: e4fa444c63c58d1723b7a4e318922d52 (MD5) Previous issue date: 2021-10-12","Naturalistic language learning is contextually grounded. When people learn their first (L1) and often their second (L2) language, they do so in various contexts. In this dissertation I examine the effect of various contexts on language development. Part 1 describes the effects of textual, linguistic context in reading. I employed an eye-tracking and a think-aloud experiment to examine how native and non-native speakers of English process new words presented in full sentences. The results from the mixed-methods approach indicate similar processes of semantic integration for both speaker groups, with the L2 group putting greater intentionality and effort into the task and engaging in deeper processing. Subsequently, I operationalized context as additional information present in the learning environment, linguistic or visual. In two sets of related studies, I used self-paced reading (Part 3) and eye-tracking (Part 4) to track the learning process of L2 morphosyntax, as well as a series of offline receptive and productive tasks to evaluate learning outcomes. The results suggest a facilitative role for contextual information, both linguistic (L1 translations) and visual (images depicting sentence content). When no additional support was offered, learning was significantly diminished. The multi-method approach allowed me to operationalize ‘learning’ both as a process and as a product and to measure the various nuances of the construct. Results show how reading/reaction times gradually reduce as a result of learning; subsequent receptive and productive tasks reveal high accuracy and confirm that the L2 morphosyntax had been learned. Taken together, the results of this dissertation projects underscore the importance of context for language learning and show that when we manipulate contextual information, we alter both the learning process and its outcomes."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Language learning in context: an investigation of the processing and learning of new linguistic information."]}]}],"canonical_facts":{"dc:contributor":["Christianson, Kiel","Bowles, Melissa","Ionin, Tania","McDonough, Kim"],"dc:creator":["Tsiola, Anna"],"dc:date":["2022-04-29T21:34:06Z","2021-12","2021-10-12"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Anna Tsiola, accepted the attached license on 2021-10-05 at 12:59.","The student, Anna Tsiola, submitted this Dissertation for approval on 2021-10-05 at 13:01.","This Dissertation was approved for publication on 2021-10-12 at 15:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17136 on 2022-04-06 at 17:08:44","Made available in DSpace on 2022-04-29T21:34:06Z (GMT). No. of bitstreams: 3 TSIOLA-DISSERTATION-2021.pdf: 4123618 bytes, checksum: 2345d8dceee7e65d1102f5000899dfab (MD5) LICENSE.txt: 4208 bytes, checksum: 5c45dd406efb8d831b2777554e7cfc66 (MD5) PROQUEST_LICENSE.txt: 4554 bytes, checksum: e4fa444c63c58d1723b7a4e318922d52 (MD5) Previous issue date: 2021-10-12","Naturalistic language learning is contextually grounded. When people learn their first (L1) and often their second (L2) language, they do so in various contexts. In this dissertation I examine the effect of various contexts on language development. Part 1 describes the effects of textual, linguistic context in reading. I employed an eye-tracking and a think-aloud experiment to examine how native and non-native speakers of English process new words presented in full sentences. The results from the mixed-methods approach indicate similar processes of semantic integration for both speaker groups, with the L2 group putting greater intentionality and effort into the task and engaging in deeper processing. Subsequently, I operationalized context as additional information present in the learning environment, linguistic or visual. In two sets of related studies, I used self-paced reading (Part 3) and eye-tracking (Part 4) to track the learning process of L2 morphosyntax, as well as a series of offline receptive and productive tasks to evaluate learning outcomes. The results suggest a facilitative role for contextual information, both linguistic (L1 translations) and visual (images depicting sentence content). When no additional support was offered, learning was significantly diminished. The multi-method approach allowed me to operationalize ‘learning’ both as a process and as a product and to measure the various nuances of the construct. Results show how reading/reaction times gradually reduce as a result of learning; subsequent receptive and productive tasks reveal high accuracy and confirm that the L2 morphosyntax had been learned. Taken together, the results of this dissertation projects underscore the importance of context for language learning and show that when we manipulate contextual information, we alter both the learning process and its outcomes."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113811"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Anna Tsiola"],"dc:subject":["Linguistics"],"dc:title":["Language learning in context: an investigation of the processing and learning of new linguistic information."],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Linguistics"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}