García, Trinidad Rodríguez, Celestino González-Castro, Paloma González-Pienda, Julio Antonio and Torrance, Mark 2016. Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks. Metacognition and Learning, Vol. 11, Issue. 2, p. 139.
Chen, Yuan-shan 2015. Chinese learners' cognitive processes in writing email requests to faculty. System, Vol. 52, p. 51.
Godfroid, Aline and Spino, Le Anne 2015. Reconceptualizing Reactivity of Think-Alouds and Eye Tracking: Absence of Evidence Is Not Evidence of Absence. Language Learning, Vol. 65, Issue. 4, p. 896.
Valfredini, Alessia 2015. Studying the Process of Writing in a Foreign Language: An Overview of the Methods. Journal of Language Teaching and Research, Vol. 6, Issue. 5, p. 907.
Yang, Chengsong Hu, Guangwei and Zhang, Lawrence Jun 2014. Reactivity of concurrent verbal reporting in second language writing. Journal of Second Language Writing, Vol. 24, p. 51.
Brantmeier, Cindy 2013. The Handbook of Spanish Second Language Acquisition.
Kim, YouJin 2013. Effects of Pretask Modeling on Attention to Form and Question Development. TESOL Quarterly, Vol. 47, Issue. 1, p. 8.
McCulloch, Sharon 2013. Investigating the reading-to-write processes and source use of L2 postgraduate students in real-life academic tasks: An exploratory study. Journal of English for Academic Purposes, Vol. 12, Issue. 2, p. 136.
Smith, Patriann and King, James R. 2013. An Examination of Veridicality in Verbal Protocols of Language Learners. Theory and Practice in Language Studies, Vol. 3, Issue. 5,
Yanguas, Iñigo and Lado, Beatriz 2012. Is Thinking Aloud Reactive When Writing in the Heritage Language?. Foreign Language Annals, Vol. 45, Issue. 3, p. 380.
Sun, Sanjun 2011. Think-Aloud-Based Translation Process Research: Some Methodological Considerations. Meta: Journal des traducteurs, Vol. 56, Issue. 4, p. 928.
Bowles, Melissa A. 2010. Concurrent Verbal Reports in Second Language Acquisition Research. Annual Review of Applied Linguistics, Vol. 30, p. 111.
Goo, Jaemyung 2010. Working Memory and Reactivity. Language Learning, Vol. 60, Issue. 4, p. 712.
Hama, Mika and Leow, Ronald P. 2010. LEARNING WITHOUT AWARENESS REVISITED. Studies in Second Language Acquisition, Vol. 32, Issue. 03, p. 465.
Huang, Li-Shih 2010. Do different modalities of reflection matter? An exploration of adult second-language learners' reported strategy use and oral language production. System, Vol. 38, Issue. 2, p. 245.
Sanz, Cristina Lin, Hui-Ju Lado, Beatriz Bowden, Harriet Wood and Stafford, Catherine A. 2009. Concurrent Verbalizations, Pedagogical Conditions, and Reactivity: Two CALL Studies. Language Learning, Vol. 59, Issue. 1, p. 33.
Zyzik, Eve 2009. Noun, verb, or adjective? L2 learners' sensitivity to cues to word class. Language Awareness, Vol. 18, Issue. 2, p. 147.
Bowles, Melissa A. 2008. TASK TYPE AND REACTIVITY OF VERBAL REPORTS IN SLA: A First Look at a L2 Task Other Than Reading. Studies in Second Language Acquisition, Vol. 30, Issue. 03,
Egi, Takako 2008. Investigating Stimulated Recall as a Cognitive Measure: Reactivity and Verbal Reports in SLA Research Methodology. Language Awareness, Vol. 17, Issue. 3, p. 212.
Leow, Ronald P. Hsieh, Hui-Chen and Moreno, Nina 2008. Attention to Form and Meaning Revisited. Language Learning, Vol. 58, Issue. 3, p. 665.
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.
This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
Email your librarian or administrator to recommend adding this journal to your organisation's collection.
Full text views reflects the number of PDF downloads, PDFs sent to Google Drive, Dropbox and Kindle and HTML full text views.
Abstract views reflect the number of visits to the article landing page.
* Views captured on Cambridge Core between September 2016 - 25th May 2017. This data will be updated every 24 hours.