ERIC Number: ED386068
Record Type: RIE
Publication Date: 1994
Using Concurrent Verbal Reports as Teaching Tools in Language Teacher Education.
As an exercise in understanding the cognitive processes underlying reading, second language teacher trainees were asked to read a text and say aloud everything they said to themselves silently. the text used, a rhyme-riddle intended for use with elementary school learners of English as a Second Language, was appropriate for the students, required complex processing, and presented some reading problems. Because of the nature of the text, it was expected that verbal reports would reflect a wide variety of reading processes, types of problems that learner-readers may encounter, and strategies that skilled readers use to deal with them. Results from verbal reports concurrent with the subjects' first reading of the text provide evidence of both automatic and controlled text processing, on-line and off-line processing, activation of both content and formal schema, and interaction between these and the subjects' perceptions of macro- and micro-structure. They also indicated that nature and causes of some reading problems encountered by learners. Excerpts from individual verbal reports are presented and analyzed. The exercise was found useful for raising teacher-trainee awareness of processes involved in reading. Contains 12 references. (MSE) questions and coding taxonomy as well as the post-reading interviews
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Bird, Norman, Ed., And Others. Language and Learning. Papers presented at the Annual International Language in Education Conference (Hong Kong, 1993); see FL 023 205.