To think aloud or not to think aloud: The issue of reactivity in sla research methodology

Studies in Second Language Acquisition

Volumn 26, Issue 1, 2004, Pages 35-57

  Leow, Ronald P ^a   Morgan Short, Kara ^a  

^a GEORGETOWN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85055304505     PISSN: 02722631     EISSN: 14701545     Source Type: Journal    
DOI: 10.1017/S0272263104026129     Document Type: Article

References (44)

1. Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 259-302). Honolulu: University of Hawai i Press.
2. Biggs, S. F., Rosman, A. J., & Serfenian, G. K. (1993). Methodological issues in judgment and decisionmaking research: Concurrent verbal protocol validity and simultaneous traces of process data. Journal of Behavioral Decision Making, 9, 234-248.
3. Brinkman, J. A. (1993). Verbal protocol accuracy in fault diagnosis. Ergonomics, 36, 1381-1397.
4. Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal , 73, 121-134.
5. Cohen, A. (1986). Mentalistic measures in reading strategy research: Some recent findings. English for Specific Purposes, 5, 131-145.
6. Cohen, A. (2000). Exploring strategies in test taking: Fine-Tuning verbal reports from respondents. In G. Ekbatani & H. Pierson (Eds.), Learner-directed assessment in ESL (pp. 127-150). Mahwah, NJ: Erlbaum.
7. Davis, J., & Bistodeau, L. (1993). How do L1 and L2 reading differ? Evidence from think aloud protocols . Modern Language Journal, 77, 459-472.
8. Deffner, G. (1984). Think aloud: An investigation of the validity of a data-collection procedure. Bern: Peter Lang.
9. Deffner, G. (1989). Interaction of thinking aloud, solution strategies, and task characteristics? An experimental test of the Ericsson and Simon model. Sprache und Kognition, 9, 98-111.
10. Ellis, R. (2001). Investigating form-focused instruction. Language Learning, 51, 1-46.
11. Ericsson, K., & Simon, H. (1984). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
12. Ericsson, K., & Simon, H. (1993). Protocol analysis: Verbal reports as data (Rev. ed.). Cambridge, MA: MIT Press.
13. Faerch, C., & Kasper, G. (1987). From product to process: Introspective methods in second language research. In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 5-23). Clevedon, UK: Multilingual Matters.
14. Gass, S., & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Erlbaum.
15. Jourdenais, R. (1998). The effects of textual enhancement on the acquisition of the Spanish preterit and imperfect. Unpublished doctoral dissertation, Georgetown University, Washington, DC.
16. Jourdenais, R. (2001). Protocol analysis and SLA. In P. Robinson (Ed.), Cognition and second language acquisition (pp. 354-375). New York: Cambridge University Press.
17. Leow, R. P. (1993). To simplify or not to simplify: A look at intake. Studies in Second Language Acquisition , 15, 333-355.
18. Leow, R. P. (1997a). Attention, awareness, and foreign language behavior. Language Learning, 47, 467-506.
19. Leow, R. P. (1997b). The effects of input enhancement and text length on adult L2 readers comprehension and intake in second language acquisition. Applied Language Learning, 8, 151-182.
20. Leow, R. P. (1998a). The effects of amount and type of exposure on adult learners L2 development. Modern Language Journal, 82, 49-68.
21. Leow, R. P. (1998b). Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villa s (1994) fine-grained analysis of attention. Applied Psycholinguistics, 19, 133-159.
22. Leow, R. P. (1999). The role of attention in second0foreign language classroom research: Methodological issues. In F. Martínez-Gil & J. Gutiérrez-Rexach (Eds.), Advances in Hispanic linguistics: Papers from the 2nd Hispanic Linguistics Symposium (pp. 60-71). Somerville, MA: Cascadilla Press.
23. Leow, R. P. (2000). A study of the role of awareness in foreign language behavior: Aware versus unaware learners. Studies in Second Language Acquisition, 22, 557-584.
24. Leow, R. P. (2001a). Attention, awareness, and foreign language behavior. Language Learning, 51, 113-155.
25. Leow, R. P. (2001b). Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania, 84, 496-509.
26. Leow, R. P. (2002). Models, attention, and awareness in SLA: A response to Simard and Wong s (2001) "Alertness, orientation, and detection: The conceptualization of attentional functions." Studies in Second Language Acquisition, 24, 113-119.
27. Lyons, W. (1986). The disappearance of introspection. Cambridge, MA: MIT Press.
28. Mackey, A. (1999). Input, interaction, and second language development. Studies in Second Language Acquisition, 21, 557-587.
29. Nevo, N. (1989). Test-Taking strategies on a multiple-choice test of reading comprehension. Language Testing, 6, 199-215.
30. Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: Verbal reports on mental processes . Psychological Review, 84, 231-259.
31. Norris, S. (1992). A demonstration of the use of verbal reports of thinking in multiple-choice critical thinking test design. The Alberta Journal of Educational Research, 38, 155-176.
32. Olson, G., Duffy, S. A., & Mack, R. L. (1984). Thinking-out-loud as a method for studying real-Time comprehension processes. In D. E. Kieras & M. A. Just (Eds.), New methods in reading comprehension research (pp. 253-286). Mahwah, NJ: Erlbaum.
33. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Mahwah, NJ: Erlbaum.
34. Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295.
35. Rhenius, D., & Heydemann, M. (1984). Think aloud during the administration of Raven s matrices. Zeitschrift för experimentelle und angewandte Psycholgie, 31, 308-327.
36. Rosa, E. M., & Leow, R. P. (in press a). Awareness, different learning conditions, and L2 development. Applied Psycholinguistics, 25.
37. Rosa, E. M., & Leow, R. P. (in press b). Computerized task-based exposure, explicitness, and type of feedback on Spanish L2 development. Modern Language Journal, 88.
38. Rosa, E. M., & O Neill, M. (1999). Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in Second Language Acquisition, 21, 511-556.
39. Rott, S. (1999). Relationships between the process of reading, word inferencing, and incidental vocabulary acquisition. In J. F. Lee & A. Valdman (Eds.), Form and meaning: Multiple perspectives (pp. 255-282). Boston: Heinle & Heinle.
40. Russo, L. E., Johnson, E. J., & Stephens, D. (1989). The validity of verbal protocols. Memory and Cognition, 17, 759-769.
41. Seliger, H. W. (1983). The language learner as linguist: Of metaphors and realities. Applied Linguistics, 4, 179-191.
42. Stratman, J. F., & Hamp-Lyons, L. (1994). Reactivity in concurrent think-Aloud protocols. In P. Smagorinsky (Ed.), Speaking about writing: Reflections on research methodology (pp. 89-112). London: Sage.
43. Wade, S. E. (1990). Using think alouds to assess comprehension. The Reading Teacher, 43, 442-451
44. Williams, A. M., & Davids, K. (1997). Assessing cue usage in performance contexts: A comparison between eye-movement and concurrent verbal report methods. Behavior Research Method, Instruments, and Computers, 29, 364-375.