An Eye Movement Study On The Effects Of Reading Level And Style On College Students' English Reading Comprehension

To understand whether the different reading college students' reading performance indicators when reading different English style chapters and whether there are differences in the various eye movement indicators when reading the full text or the area of interest,helps the students to understand how the English reading methods of different English level students differ.To improve their own reading comprehension essentials,to improve their own English reading level;At the same time,it can also be used as a school English teaching in different levels of reading for students,different English style of reading there are different English reading teaching and training methods of theoretical basis.In this study,experimental methods were used to screen a college student's English reading level,and 31 college students were selected as subjects.Nine subjects were excluded due to frequent blinking and inability to calibrate.Using Eye-link 1000 plus eye tracker and 2(reading level)× 2(styling type)two-factor mixed design,score indicators and various eye movement indicators of the reading text and argumentative English text of different reading levels were obtained.The final result is that students with high reading level have higher scores than students with low reading level;students with the same reading level have higher scores than argued papers;reading time is less than argumentative writing.When reading the full text,students with high reading levels have a short fixation time,few eyes,and large eye movements.Students with the same reading level have fewer eyes,larger eye movements,and larger average pupil size.When reading key areas of interest in the main text,students with high reading levels had fewer fixations,shorter fixation times,fewer number of viewings,and higher number of fixations;students with the same reading level stated that they had shorter fixation times and fewer viewing times.When reading the key areas of interest of the questions,students reading at the same reading level had fewer fixations and shorter fixation times,and there was no significant difference in viewing time and number of fixations.Students with high reading level have strong reading comprehension ability,wide reading perception,rapid word retrieval in information processing,high efficiency in searching and extracting information,and reasonable allocation of cognitive resources.At the same reading level,the cognitive processing load of students' reading argumentative papers is even greater,and the information processing process is more difficult than the explanatory texts.In view of the above conclusions,this paper proposes learning and teaching suggestions for guiding college students with low reading level and reading English texts of the argumentative.