Article2005

REACTIVITY AND TYPE OF VERBAL REPORT IN SLA RESEARCH METHODOLOGY: Expanding the Scope of Investigation

92 citations0/0 files storedStudies in Second Language Acquisition

No readable copy stored yet — this record is metadata only.

EFL/ESL Teaching and Learning Second Language Acquisition and Learning Linguistics and Language Analysis

Abstract

The present study addresses the reactivity of two types of verbal protocols in SLA research. It expands on the work of Leow and Morgan-Short (2004), who found nonmetalinguistic verbalization during a second-language reading task to be nonreactive for beginning learners' text comprehension, intake, and production of the targeted morphological form. The present study investigated the reactivity of both metalinguistic and nonmetalinguistic protocols, using a syntactic structure and advanced language learners of Spanish. Results indicated that neither type of verbalization significantly affected text comprehension or written production of old or new exemplars of the targeted structure when compared to a control group, although metalinguistic verbalization appeared to cause a significant decrease in text comprehension over nonmetalinguistic verbalization. Furthermore, both types of verbalization significantly increased the amount of time on task.

Citations in this library

Stored only when both papers are in the corpus — 92 citations exist upstream.

References

1986Protocol Analysis: Verbal Reports as Data 1972INTERLANGUAGE 1990What one intelligence test measures: A theoretical account of the processing in the Raven Progressive Matrices Test.2000THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION 1991Thinking too much: Introspection can reduce the quality of preferences and decisions.2013Stimulated Recall Methodology in Second Language Research 2001Introduction: Investigating Form‐Focused Instruction 1984On the Relationship between Task Performance and Associated Verbalizable Knowledge

Cited by

2015Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks 2009Concurrent Verbalizations, Pedagogical Conditions, and Reactivity: Two CALL Studies 2008TASK TYPE AND REACTIVITY OF VERBAL REPORTS IN SLA: A First Look at a L2 Task Other Than Reading 2013ATTENTION TO IRREGULAR VERBS BY BEGINNING LEARNERS OF GERMAN 2008Attention to Form and Meaning Revisited 2015Reconceptualizing Reactivity of Think‐Alouds and Eye Tracking: Absence of Evidence Is Not Evidence of Absence

Imported from OpenAlex (CC0) — nothing here is generated.