The Think-Aloud Controversy in Second Language Research

Bowles, Melissa A.

doi:10.4324/9780203856338

Cited by 244 publications

(210 citation statements)

References 142 publications

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“…His study tried to determine whether translation would facilitate the process of L2 reading comprehension. For this purpose, Kern asked Fifty-one intermediate-level French students to participate in think-aloud interviews while reading texts in the L2 French (see Bowles (2010) on think-aloud interviews and protocols in L2 research). The aim was to see whether mental translation that L2 readers engage in would improve their comprehension of L2 texts.…”

Section: Translationmentioning

confidence: 99%

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

Ghobadi¹,

Ghasemi²

2015

ELT

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Translation and language teaching techniques which take language learners' first language (L1) as point of reference for teaching the second language (L2) have been long discouraged on the ground that these teaching techniques would end in the fossilization of L2 structure forms in the learner's Interlanguage system. However, in recent years, the status of L1 use in L2 teaching and learning has revived as a result of the recognition that L1 can serve purposes in L2 teaching and learning (Hunt, 2012). In the last two decades, strong theoretical arguments have been posed for L1 use in language classrooms. Most of these arguments are based on the ground that L1 use can facilitate the processes of both L2 teaching and acquisition. Abundant research has been done in recent years to validate these theoretical arguments. The current paper would give a review of this research, with reference to three L1-based techniques for language teaching and learning that have appealed most to L2 researchers (i.e., translation, code switching, and L1 glossing). The conclusion drawn from this research is that language learners can benefit L1 use and L1-based techniques in their L2 acquisition. Further, along with the theoretical arguments and empirical evidence in defense of L1 use in language classrooms, L2 learners and teachers have begun to express more positive attitudes towards L1 use, and related techniques, in their own classrooms. Yet, there remain some challenges and obstacles for L1 use in language use. Suggestions are made as to how to address these challenges so that L2 pedagogy and use would benefit most from L1 use in language classrooms.

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Section: Translationmentioning

confidence: 99%

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

Ghobadi¹,

Ghasemi²

2015

ELT

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“…In certain perspectives, comprehension shows directions and set expectation values for reception. The diversity differentia of different learners belonging to different levels could be exhibited [3] . Moreover, it enables the metrical explore the relationship among language, pragmatics and cognitive process in listening and speaking, and students' understanding, using and cognation treatment on language are explained and shown by research process.…”

Section: A Operation Processmentioning

confidence: 99%

The Application of Thinking Aloud Method in the Listening and Speaking Teaching of College English

Zhai¹,

Mou²

2017

Proceedings of the 2017 3rd International Conference on Social Science and Higher Education

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Abstract-Thinking aloud method has been used to describe and study the cognitive evolution of human beings in the process of dealing with problems. Thinking aloud means speaks out the immediate thoughts and all the information in the minds at any time and place when people are engaged in a task, which can also be understood as the behavior of using voice to express the state of mind. This paper adopts the thinking-aloud method to describe students' cognitive process, comparative analysis process of problem solving, the thinking and judgment process in the college English listening and speaking course, which helps to further improve and optimize the teaching methods and improve the students' English comprehensive ability.

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“…Ellis 2005R. Ellis , 2009b; R. Ellis & Lowen 2007;Norris & Ortega, 2000), and (3) reactivity in the online thinkaloud protocol (Bowles, 2008(Bowles, , 2010a(Bowles, , 2010b Table 1). Ellis (2009a) notes that implicitness of instruction does not guarantee that learners engage in implicit learning processes because they "may follow their own inclinations" (p. 6).…”

Section: Methodological Issues Of Awarenessmentioning

confidence: 99%

Methodological considerations in studying awareness during learning. Part 2: Second Language Acquisition

Nakamura¹

2013

Polish Psychological Bulletin

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This paper considers methodological issues of awareness during adult second language acquisition (SLA). Specifically, the paper deals with (a) the issue of instructional orientations, (b) the issue of biases in knowledge measurement, and (c) the issue of reactivity in the online think-aloud protocol. Detailed reviews of prominent SLA research that has investigated the possibility of implicit SLA reveal (1) that the instruction on implicit learning does not guarantee that learners engage in the implicit learning mode, (2) that the majority of SLA research has employed only tests of “explicit learning” such as untimed grammaticality judgment, and (3) that there is some evidence that the online think-aloud protocol causes negative reactivity particularly when it is metalinguistic in nature.

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The Think-Aloud Controversy in Second Language Research

Cited by 244 publications

References 142 publications

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

The Application of Thinking Aloud Method in the Listening and Speaking Teaching of College English

Methodological considerations in studying awareness during learning. Part 2: Second Language Acquisition

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