EXAMINANDO A METODOLOGIA THINK ALOUD (PENSAR EM VOZ ALTA) (PARTE I): VALIDADE, REACTIVIDADE, VERACIDADE E FIABILIDADE: O CONCEITO, AS VANTAGENS E LACUNAS EXISTENTES
Palavras-chave:
Aprendizagem de língua estrangeira, reactividade, veracidade, Leitura em Língua Segunda, Think Aloud, Aquisição de Língua Segunda (ALS), validade, fiabilidade
Resumo
Este artigo, analisa uma das mais proeminentes metodologias de investigação; os métodos Think Aloud (Pensar em Voz Alta) que se desenvolveram na área de investigação de Língua Primeira (L1) e se ramificaram para a Língua Segunda (L2) e Língua Estrangeira (LE) e ainda para a área da leitura e compreensão. Essencialmente revisitam-se os métodos Think Aloud e os seus principais pressupostos aplicam-se os referidos métodos num estudo, testando a sua validade num contexto multilingue de Ensino de Inglês como Língua Estrangeira (EFL), nomeadamente Moçambique, explorando a história do conceito e a análise dos principais desafios com que se pode deparar quem se usa os TAM, principalmente no que diz respeito a reactividade e veracidade. No trabalho, também se discute as possíveis definições para o conceito de ‘reactividade’ e ‘veracidade’, conceitos que hoje em dia não apresentam definições claras e objectivas na literatura dos TAM e que seriam úteis para compreender melhor os métodos e seu LE. A forma como os aprendentes de Inglês como Língua Estrangeira variam em termos de sua competência linguística relativamente a um texto-alvo e outros, e às suas experiências individuais específicas na interpretação dos textos é de extrema importância nos estudos sobre os TAM (Simth e King, 2013) e de valiosa importância para nós podermos compreender o campo da leitura em Inglês como LE.
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ERICSSON, K. A. Protocol Analysis and Expert Thought: concurrent verbalizations of Thinking during experts’ performance on representative tasks. The Cambridge Handbook of Expertise and Expert Performance, 2006. p. 223-242.
ERICSSON, K. A. Protocol Analysis and Verbal Reports on Thinking: an update and extracted version. 2002b. Available at: http.//www.psy.fsu.edu/faculty/ericsson/ericsson.proto.thnk.html. Accessed on: Set. 2016.
ERICSSON, K. A. Protocol Analysis and Verbal Reports on Thinking: An update and extracted version. 2002b. Available in: http.//www.psy.fsu.edu/faculty/ericsson/ericsson.proto.thnk.html. Accessed in 11/11/2019
ERICSSON, K. A. Towards a procedure for eliciting verbal expression of non verbal experience without reactivity: Interpreting the verbal overshadowing effect within the theoretical framework for protocol analysis. Applied Cognitive Psychology, v. 16, p. 981-987, 2002a.
ERICSSON, K. A. Towards a procedure for eliciting verbal expression of non verbal experience without reactivity: Interpreting the verbal overshadowing effect within the theoretical framework for protocol analysis. Applied Cognitive Psychology, v. 16, pp. 981-987, 2002a.
ERICSSON, K. A.; & SIMON, H. A. Verbal reports as data. Psycholinguistical Review, v.87, n.3, p. 215-251,1980.
ERICSSON, K. A.; & H. A. SIMON. Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press, 1984/ 1993.
ERICSSON, K. A.; SIMON, H. A. Thinking-aloud protocols as data: effects of verbalization. Unpublished Manuscript. Carneige-Mellon University, 1979. (CIP working paper No. 317).
ERICSSON, K. A.; & H. A. SIMON. Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press, 1984/1993. (Original work published 1984).
GASCOIGNE, C. Documenting the initial second language reading experience: The readers speak. Foreign Language Annals, v.35, n.5, pp.554-560, 2002.
GASS, S. and MACKEY, A. Stimulated recall methodology in second language research. Mahwah: Erlbaum, 2000.
GELADARI, A. E.; GRIVA; K. MASTROTHANASIS: A record of bilingual elementary students' reading strategies in Greek as a second language. Procedia-Social and Behavioral Sciences, v.2, n.2, pp.3764-3769, 2010.
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HENDERSON, R. D.; SMITH, M. C.; PODD, J.; VARELA-ALVAREZ, H. A comparison of the four prominent user-based methods for evaluating the usability of computer software. Ergonomics, v. 39, p. 2030-2044, 1995.
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Publicado
2025-04-18
