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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.

Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work. This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs. Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics, The Pennsylvania State University. Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida. 1. A Sociocultural Perspective on Teacher Professional Development Karen E. Johnson, Pennsylvania State University, US and Paula Golombek, University of Florida, US Part I: Promoting Cultural Diversity and Legitimating Teacher Identities 2. Becoming a Culturally Responsive Teacher Elizabeth Smolcic, Pennsylvania State University, US 3. I’m Not Alone\": Empowering Non-Native English Speaking Teachers Davi Schirmer Reis, Duquesne University, US 4. Working Toward Social Inclusion Through Concept Development in L2 Teacher Education William Dunn, University of Alberta, Canada Part II: Concept Development in L2 Teacher Education 5. ‘Seeing’ L2 Teacher Learning: The Power of Context on Conceptualizing Teaching Sharon Childs, Pennsylvania State University, US 6. Embracing Literacy-based Teaching Heather Willis Allen, University of Miami, US 7. Synthesizing the Academic and the Everyday Gretchen Nauman, Yanshan University, China Part III: Strategic Mediation in L2 Teacher Education 8. Dynamic Assessment in Teacher Education Paula Golombek, University of Florida, US 9. Moodle as a Mediational Space Tatsuhiro Yoshida, Hyoga University, Japan 10. The Reverse Move: Enriching Informal Knowledge in the Pedagogical Grammar Class Deryn P. Verity, Osaka Jogakuin College, Japan 11. Strategic Mediation in Learning to Teach Karen E. Johnson and Ekaterina Arshavskaya, Pennsylvania State University, US Part IV: Teacher Learning in Inquiry-Based Professional Development 12. Teacher Learning through Critical Friends Groups Priya Poehner, Lockhaven University, US 13. Teacher Learning through Lesson Study Thomas Tasker, Department of State, Kiev Part V: Navigating Educational Policies and Curricular Mandates 14. Ten Years of CLT Curricular Reform Efforts in South Korea Eun-Ju Kim, Hanyang Women's University, Korea 15. Learning to Teach under Curricular Reform Kyungja Ahn, Seoul National University, Korea

This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.

Eye Tracking in Second Language Acquisition and Bilingualism provides foundational knowledge and hands-on advice for designing, conducting, and analysing eye-tracking research in applied linguistics. Godfroid's research synthesis and methodological guide introduces the reader to fundamental facts about eye movements, eye-tracking paradigms for language scientists, data analysis, and the practicalities of building a lab. This indispensable book will appeal to undergraduate students learning principles of experimental design, graduate students developing their theoretical and statistical repertoires, experienced scholars looking to expand their own research, and eye-tracking professionals.

This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings. - Offers an accessible overview of a range of research on instruction and learning in the L2 classroom - Bridges the relationship between research, teachers, and learners - Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching

This book, written for both seasoned and novice researchers, presents a theory of what is called Basic and Higher Language Cognition (BLC and HLC), a theory aimed at making some fundamental issues concerning first and second language learning and bilingualism (more) empirical. The first part of the book provides background for and explication of the theory as well as an agenda for future research, while the second part reports on selected studies of language proficiency in native speakers, as well as non-native speakers, and studies of the relationship between literacy in a first and second language. Conceptual and methodological problems in measuring language proficiency in research on second language acquisition and bilingualism are also discussed. Further, the notion of levels of language proficiency, as rendered by the Common European Framework of Reference for Languages (CEFR), is critically examined, suggesting ways of empirically investigating a number of questions that the CEFR raises but is not capable of answering.