2009
DOI: 10.1080/09658410903197330
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Attention processes observed in think-aloud protocols: two multilingual informants writing in two languages

Abstract: This paper analyses how two multicompetent speakers engage with protocolling, i.e. verbalising their thoughts, while writing in two languages different from their first. The study explores how procedure-and language-related episodes of awareness affect both the writing process itself and the written product. The research draws on current issues about explicit and implicit knowledge as well as on controlled and automatic processing. It also considers different layers of language awareness to explain the data av… Show more

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Cited by 14 publications
(4 citation statements)
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“…Secondly, the learners' low proficiency level could have influenced their dependence on content words to produce basic messages in the FL. Similar results have been reported in studies using open writing tasks (Armengol & Cots, 2009;Swain & Lapkin, 1995). Finally, the nature of the picturestory task, which required learners to describe a series of daily routines carried out by the main character, may have also influenced their reliance on lexis.…”
Section: Research Questionsupporting
confidence: 68%
“…Secondly, the learners' low proficiency level could have influenced their dependence on content words to produce basic messages in the FL. Similar results have been reported in studies using open writing tasks (Armengol & Cots, 2009;Swain & Lapkin, 1995). Finally, the nature of the picturestory task, which required learners to describe a series of daily routines carried out by the main character, may have also influenced their reliance on lexis.…”
Section: Research Questionsupporting
confidence: 68%
“…In quasi-experimental studies with a pretest-posttest design, quantitative measures such as grammaticality judgments or correction tasks are used (e.g., Ammar, Lightbown, & Spada, 2010;Masny, 1997). More qualitative and descriptive measures include think-aloud protocols while conducting a task (Armengol & Cots, 2009;Swain & Lapkin, 1995), recorded interaction (Kiely, 2009;Kormos, 1999), learners' written notes about noticing (Edstrom, 2006;Hanaoka, 2007), or qualitative or retrospective interviews (Dégi, 2010). Each of these methods has its strengths and drawbacks concerning the completeness and quality of the collected data (for some discussion, see Bowles, 2010;Hanaoka, 2007).…”
Section: Noticing and Related Conceptsmentioning
confidence: 99%
“…., or simply solved it (again, either correctly or incorrectly) without having explicitly identified it as a problem." Some studies use different terminology such as, for example, hypothesis-testing episodes (Shehadeh, 2003), form-focused episodes (Zhao & Bitchener, 2007) and awareness episodes (Armengol & Cots, 2009). The classifications of LREs offered by the studies strongly differ, ranging from a distinction between form, lexical and discourse LREs (Qi & Lapkin, 2001) to various differentiations of linguistic levels such as orthography, punctuation, morphology, and so on (e.g., Armengol & Cots, 2009;Whalen & Ménard, 1995).…”
Section: Noticing and Related Conceptsmentioning
confidence: 99%
“…463-466). Writing studies involving more than two languages are also extremely rare (see however Armengol, 2001 andArmengol &Cots, 2009 for trilingual writing in a Catalan context). Thus, this study can also be seen as an attempt to contribute to filling these gaps in the writing literature.…”
Section: Introductionmentioning
confidence: 99%