ERIC Number: EJ805182
Record Type: Journal
Publication Date: 2008-Sep
Abstractor: As Provided
Reference Count: 0
Task Type and Reactivity of Verbal Reports in SLA: A First Look at a L2 Task Other than Reading
Bowles, Melissa A.
Studies in Second Language Acquisition, v30 n3 p359-387 Sep 2008
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.
Descriptors: Metalinguistics, Time on Task, Cognitive Processes, Second Language Learning, Reading Processes, Problem Solving, Task Analysis, Spanish, Feedback (Response), Verbal Communication
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Publication Type: Journal Articles; Reports - Research
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