Attention Processes Observed in Think-Aloud Protocols: Two Multilingual Informants Writing in Two Languages

Autor/inn/en	Armengol, Lurdes; Cots, Josep M.
Titel	Attention Processes Observed in Think-Aloud Protocols: Two Multilingual Informants Writing in Two Languages
Quelle	In: Language Awareness, 18 (2009) 3-4, S.259-276 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
Schlagwörter	Metalinguistics; Protocol Analysis; Multilingualism; Writing Processes; Cognitive Processes; Second Language Learning; Writing (Composition); Recall (Psychology); Writing Evaluation; Evaluators; Student Placement; Language Tests; English (Second Language); Spanish; Uncommonly Taught Languages; College Students; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Mehrsprachigkeit; Multilingualismus; Cognitive process; Kognitiver Prozess; Zweitsprachenerwerb; Schreibübung; Abberufung; Schülerpraktikum; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Minderheitensprache; Collegestudent; Ausland; Spanien
Abstract	This paper analyses how two multicompetent speakers engage with protocolling, i.e. verbalising their thoughts, while writing in two languages different from their first. The study explores how procedure- and language-related episodes of awareness affect both the writing process itself and the written product. The research draws on current issues about explicit and implicit knowledge as well as on controlled and automatic processing. It also considers different layers of language awareness to explain the data available. The analysis attempts to integrate the data extracted from think-aloud (TA) protocols with (1) the final written products assessed by independent raters, (2) stimulated recall sessions held immediately after the TA sessions, and (3) the results of a language placement test. The data reveal that verbalisation of writing processes (used as a way of accessing writers' awareness) does not relate qualitatively to the writers' output. They also show that both procedure- and language-related episodes are more frequent in the L2 than in the foreign language. (Contains 2 figures, 10 extracts, and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10