This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi…

Examines the view that the items writers use to modify their claims in academic texts, commonly referred to as hedges and boosters, may actually be unnoticed by second language readers, a phenomenon known as the lexical invisibility hypothesis. Data is presented from a small retrospective think-aloud study that explores how 14 Cantonese first…

This paper addresses how rereading can improve comprehension of second language college texts, describing a pilot study that examined what happens when people reread. The study involved two female Japanese college students enrolled in a U.S. university. The women were asked to do think-aloud protocols while individually reading a section of an…

This article provides a brief theoretical framework as well as literature review and describes the activities of an on-going research program which examines the experiences of students and professors at a specialized bilingual teacher's college in the Republic of Colombia, South America. It follows the development of a new pedagogical model as…

Analyzes think-aloud protocols with native speakers of English learning French or German. Shows that as the writer's experience with the language increases, fluency increases, the average length of strings of words proposed between pauses or revision episodes increases, the number of revision episodes decreases, and more of the words proposed as…

Think-aloud protocols were gathered to establish that first-year college level participants noticed targeted linguistic forms (Spanish formal imperatives) while reading an enhanced or unenhanced text. Suggests there are no significant benefits of written input enhancement over unenhanced written input for the amount of reported noticing of Spanish…

Describes a study at the French department of the University of Amsterdam (Netherlands) that was conducted to investigate students' reactions to feedback during computer-assisted language learning (CALL). Results of transaction log analysis, interviews, and think-aloud protocols are analyzed to study students' strategies when working with CALL.…

Describes a think-aloud protocol study exploring translation processes of degree-level language students when dealing with culture-specific lexis. Found that one of the students' main problems was a fixation on questionable word-level parameters at the expense of text-level processes. (Author/VWL)

Little research has been conducted to determine what roles the first and second languages play in the reading strategies of L2 readers or how these roles vary at different proficiency levels. this study attempts to address these two issues. Eleven active speakers of Japanese, at two proficiency levels, were asked to think aloud--in the language of…

Investigates how the use of think-aloud protocols, both concurrent and retrospective, can contribute to the study of the role of attention in second language acquisition. The study is based on analysis of think-aloud protocols produced by 74 first-year learners of Spanish during and immediately after a reading and multiple-choice activity.…

Investigated reading strategies used by 38 Taiwanese English-as-a-Foreign-Language (EFL) college students who worked on an English expository essay that described a familiar cultural event. Results of think-aloud protocols are discussed. (Author/VWL)

Outlines a model for understanding the second-language reading process. Uses errors in comprehension to illustrate how the reading comprehension process works. Discusses pedagogical implications and suggestions for teaching students to develop and practice better comprehension strategies using think-alouds. (RS)

Reports results of research investigating the reading strategies of four nonnative speakers of English who were considered underprepared for academic study at a U.S. university. Through analysis of think-aloud protocols, questionnaire data, and indicators of comprehension, identifies strategies learners use in their native language (Spanish) and…

Reports on a study that investigated the effects of reading instruction on reading attitude and reading process by Korean students learning English as a Second Language. Interviews were conducted to determine reading attitude, while think-aloud procedures were used to examine reading process. (Author/VWL)

Investigates the effects of awareness, or lack thereof, on 32 adult second or foreign language learners' subsequent intake and written production of targeted Spanish morphological forms. Think-aloud protocol data were used to measure awareness or lack of it, and morphological learning was assessed by the learners' performances on two postexposure…