So sánh phương pháp

	Eye-Tracking in Reading	Grammaticality Judgment Task
Lĩnh vực	Ngôn ngữ học	Ngôn ngữ học
Họ	Process / pipeline	Process / pipeline
Năm ra đời	1998	1965
Người khởi xướng	Keith Rayner and the eye-movement reading-research tradition	Noam Chomsky (generative-linguistics tradition)
Loại	Online measure of reading processing from eye movements	Introspective elicitation of linguistic competence
Công trình gốc	Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372–422.	Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press. ISBN: 9780262530071
Tên gọi khác	Reading Eye-Tracking, Eye Movements in Reading, Eye-Movement Reading Paradigm	Grammaticality Judgement Task, GJT, Sentence Grammaticality Judgment
Liên quan	3	3
Tóm tắt	Eye-tracking in reading records where readers look and for how long while they read text naturally, turning the eyes into a continuous index of comprehension. Reading is not a smooth glide but a sequence of brief fixations punctuated by rapid saccades and occasional regressions back to earlier words. By logging this pattern with millisecond precision, researchers derive measures — first-fixation duration, gaze duration, total reading time, regression-path duration, skipping rate — that reveal, region by region and stage by stage, where and how much the language system struggles. Established by Keith Rayner's research program, it is the gold-standard online measure of natural reading.	The grammaticality judgment task asks speakers to decide whether a sentence is grammatical — well-formed according to the rules of their language — and treats that decision as evidence about the mental grammar that produces it. Rooted in Noam Chomsky's generative program, where the native speaker's intuition is the primary data of linguistics, the task ranges from a single linguist consulting their own intuitions to large controlled experiments with binary, scaled, or forced-choice responses. It is a workhorse of syntactic theory and of second-language acquisition research, where it probes what learners know about a target language beyond what they can produce.