Concurrent and retrospective verbal reports as tools to better understand the role of attention in second language tasks

This study 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. It is based on the analysis of think-aloud protocols produced by 74 first-year learners of Spanish during and immediately after a reading and multiple-choice activity. The activity consisted of a text with direct object pronouns and 16 blanks for which a choice of three possible antecedents was given. The key to making the right choice was attending to both form and meaning in the input. The data in the think-aloud protocols was classified into mentions of the pronouns in the text as well as references to gender and number agreement. The results showed that mention of the targeted structure in the think-aloud protocols was related to better performance on the task for second-semester students, but not for first-semester students. There was some difference in the results for the concurrent and retrospective protocols. The possible complementary nature of these two sources of data is discussed.

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