The use of think-aloud protocols in investigation of second language reading

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Title:	The use of think-aloud protocols in investigation of second language reading 有聲思考紀錄在第二外文閱讀研究上之應用
Authors:	鄭錦桂
Contributors:	臺北市立教育大學英語教學系
Keywords:	Think aloud protocols 有聲思考紀錄第二外文閱讀
Date:	1999
Issue Date:	2009-07-07 15:29:16 (UTC+8)
Abstract:	中文摘要　　　　　本文之目的在探討如何將有聲思考記錄(think-aloud protocols)適當的應用在第二外文閱讀之研究上。當使用有聲思考為研究方法時，受試者必須一方面執行某一任務，另一方面口述他們的思考過程。此方法最近常被用來研究讀者閱讀時之思考過程。雖然它逐漸的被廣泛運用，仍有許多研究學者對它的應用提出質疑。本文首先敘述有聲思考方法的特質，之後再探討有關於此方法的一些重要評論。此外，作者對有聲思考研究的設計及執行亦提供一些建議。最後作者藉由兩位第二外文讀者的有聲思考記錄來說明如何應用有聲思考記錄去了解讀者的思考過程。本文之結語為有聲思考方法如果運用得當的話，對於閱讀方面之研究與教學將是非常有用之工具。英文摘要　　　　　The purpose of this paper is to provide a rationale for the use of think-aloud protocols in the study of second language reading. The think-aloud method is a research procedure in which subjects verbalize their thoughts while performing a task. It has recently been used with increasing frequency in the study of reading comprehension. Despite its increasing popularity, many researchers remain skeptical of the use of this procedure. This paper first describes the unique qualities of the think-aloud method. Then the major criticisms regarding the use of this method are discussed. After that, suggestions for the design and implementation of think-aloud studies are provided. Finally, the think-aloud protocols of two second language readers are presented to illustrate how think-aloud protocols can provide us with insights into the reader's mental processes. The conclusion of this paper is that if used appropriately, the think-aloud method can be a useful tool in reading research as well as instruction.
Relation:	華岡英語學報, 5, p.3-29
Appears in Collections:	[Department of English Instruction] Periodical Articles

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