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The Think-Aloud Controversy in Second Language Research
The Think-Aloud Controversy in Second Language Research aims to answer key questions about the validity and uses of think-alouds, verbal reports completed by research participants while they perform a task. It offers an overview of how think-alouds have been used in language research and presents a quantitative meta-analysis of findings from studies involving verbal tasks and think-alouds. The book begins by presenting the theoretical background and empirical research that has examined the reactivity of think-alouds, then offers guidance regarding the practical issues of data collection and analysis, and concludes with implications for the use of think-alouds in language research. With its focus on a much-discussed and somewhat controversial data elicitation method in language research, this timely work is relevant to students and researchers from all theoretical perspectives who collect first or second language data. It serves as a valuable guide for any language researcher who is considering using think-alouds.
Melissa A. Bowles is Assistant Professor of Spanish, Linguistics, and SLATE (Second Language Acquisition and Teacher Education) at the University of Illinois at Urbana-Champaign. Her main research interests are instructed second/heritage language acquisition and research methods.
Chapter 1 : The use of verbal reports in language research. Chapter 2 : Controversy over the use of think-alouds. Chapter 3 : Features that Make a Task Amenable to Think-Aloud: A Meta-analysis of Studies Investigating the Validity of Think-Alouds on Verbal Tasks. Chapter 4 : Data Collection Considerations. Chapter 5 : Data Analysis Considerations. Chapter 6 : Conclusion. Appendix A : Studies Included in the Meta-Analysis. Appendix B : Summary of Unique Sample Studies.
eBook
Sociocultural Theory in Second Language Education
In this accessible introduction to Vygotskian sociocultural
theory, narratives illuminate key concepts of the theory. These
key concepts include mediation; Zone of Proximal Development;
collaborative dialogue and private speech; everyday and
scientific concepts; the interrelatedness of cognition and
emotion; activity theory; and assessment. A final chapter
provides readers with an opportunity to consider two additional
narratives and apply the SCT concepts that they have become
familiar with. We hear from learners, teachers and researchers
in a variety of languages, contexts, ages and proficiencies.
Intended for graduate and undergraduate audiences, this new
edition of the textbook includes controversies in the field,
improved questions for collaborative discussion and provides
updated references to important work in the literature of
second language teaching, learning and research.
eBook
Challenge word searches
The activities in the first part of this book feature each letter of the alphabet, words beginning with that letter, and illustrations that will help your child read the words. The second part of the book feature a variety of words in many categories, including opposites and number words.
Book
Age and the Rate of Foreign Language Learning
This book examines the various ways in which age affects the process and the product of foreign language learning in a school setting. It presents studies that cover a wide range of topics, from phonetics to learning strategies. It will be of interest to students and researchers working in SLA research, language planning and language teaching.
eBook
Complexity in Classroom Foreign Language Learning Motivation
This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of the dynamic conditions operating in a foreign language classroom in Japan. Its reflexive, narrative approach shines light on the evolving nature of research and role of the researcher.
eBook
Pronunciation Fundamentals
The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on the how, why, and when of pronunciation instruction. Anyone with an interest in L2 pronunciation-especially graduate students, language teachers, and experienced researchers-will find much value in this indispensible resource.
eBook