Task Type and Reactivity of Verbal Reports in SLA: A First Look at a L2 Task Other than Reading

Autor/in	Bowles, Melissa A.
Titel	Task Type and Reactivity of Verbal Reports in SLA: A First Look at a L2 Task Other than Reading
Quelle	In: Studies in Second Language Acquisition, 30 (2008) 3, S.359-387 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263108080492
Schlagwörter	Metalinguistics; Time on Task; Cognitive Processes; Second Language Learning; Reading Processes; Problem Solving; Task Analysis; Spanish; Feedback (Response); Verbal Communication + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Zeitaufwand; Cognitive process; Kognitiver Prozess; Zweitsprachenerwerb; Leseprozess; Problemlösen; Aufgabenanalyse; Spanisch
Abstract	Despite the frequency with which verbal reports are used in SLA to gather data on learners' cognitive processes (e.g., Bowles, 2003, 2004; Mackey, Gass, & McDonough, 2000; Rosa & Leow, 2004a, 2004b), only two studies (Bowles & Leow, 2005; Leow & Morgan-Short, 2004) have investigated verbal reports' reactivity (i.e., whether they alter cognitive processes) during second language (L2) reading. This is the first study to investigate the reactivity of verbal reports on a L2 problem-solving task. First-semester learners of Spanish were assigned to one of six experimental conditions, which differed in terms of the type of verbalization (i.e., metalinguistic, nonmetalinguistic, or silent) and the type of feedback (i.e., implicit vs. explicit). Results show that metalinguistic verbalization significantly increased time on task and also hindered participants' ability to produce exemplars of the target structure seen during the experimental task. However, neither type of verbalization significantly affected participants' ability to produce novel exemplars of the target structure, and there was no interaction between verbalization and feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10