USO EFECTIVO DE THINK ALOUD (TAM - PENSAR EM VOZ ALTA) PARA IDENTIFICAR TÉCNICAS DE LEITURA NUM CONTEXTO MULTILINGUE E DE USO DA LÍNGUA ESTRANGEIRA: COMPREENSÃO EFECTIVA DE TEXTO (PARTE II)
Resumo
O presente artigo científico providencia uma base adicional para a compreensão do uso pratico do Think Aloud Methodologies (TAM – Pensar em Voz Alta) nas actividades de investigação na área do Ensino de Língua Estrangeira (FL) e Aquisição da Língua Segunda (SLA). O artigo explora o TAM, a sua fiabilidade e confiabilidade e alguns dos seus mais proeminentes obstáculos, para encontrar respostas à uma questão principal, o uso das técnicas de leitura e a construção da compreensão por aprendizes e utentes da FL, num contexto de uso da Língua Inglesa para Propósitos Académicos (EAP). TAM revelou ser um instrumento de investigação confiável e seguro em contextos multilingues SLA e FL para identificar técnicas de leitura, quando as medidas precaucionarias e processuais adequadas são tomadas em conta e seguidas adequadamente. O estudo revelou o uso efectivo de uma bateria de técnicas de leitura pelos participantes FL, tais como técnicas cognitivas, metacognitivas e estratégias de apoio para compensar quaisquer lacunas patentes no processo de construção da compreensão textual. Uma técnica inovadora, sight translation (tradução à vista), foi identificada como tendo sido utilizada pelos participantes como um recurso vital para a compreensão textual. As conclusões do estudo sugerem que devem ser feitos mais estudos para compreender a ausência de uso desta técnica de leitura – sight translation, na área da construção da compreensão em FL e quiçá incluir a mesma na lista de técnicas de leitura de apoio patentes em taxonomias de leitura em contextos multilingues. FL.
Referências
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BERNHARDT, E.B. Understanding advanced second-language reading. New York: Routledge, 2011.
BOWLES, M. A. & LEOW, R. P. Reactivity and type of verbal report in SLA research methodology. Studies in Second Language Acquisition, v. 27, pp. 415-440, 2005.
BLOCK, C.C. & ISRAEL, S.E. The ABCs of performing highly effective think-alouds. The Reading Teacher, v. 58, no. 2, pp. 154-167, 2004.
CABINDA, M. The need for a needs analysis at UEM: Aspects of and attitudes towards change. Linguistics and Education, v.24, pp. 415– 427, 2013.
CABINDA, M. Purported use and Self-awareness of Cognitive and Metacognitive Foreign Language Reading Strategies in Tertiary Education in Mozambique. Afrika Focus, v. 29, 1, 2016 – pp25-47, 2016.
CALERO-BRECKHEIMER, A., & GOETZ, E. T. Reading strategies of biliterate children for English and Spanish texts. Reading Psychology, v.14, n.3, p.177-204, 1993.
COHEN, A. D. Strategies in Learning and Using a Second Language. Harlow, Essex: Longman,1998.
COHEN, A. D. Verbal Protocols as a Source of Insights into Second Language Learner Strategies. Applied Language Learning, v. 7, n. 1,2, pp. 5-24, 1996.
DAVEY, B. Think Aloud: Modelling the cognitive processes of reading comprehension. Journal of Reading, v. 27, n.1, pp. 44-47, 1983.
ERICSSON, K. ANDERS & HERBERT A. SIMON. Protocol analysis: Verbal reports as data (revised ed.). Massachusetts: MIT Press, 1993.
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ERICSSON, K. A. & SIMON, H. A. Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press, 1984.
ERICSSON, K. A. Concurrent verbal protocols on text comprehension: A Review Text, vol. 8, no. 4, pp. 295-325, 1988.
ERICSSON, K. A. & HERBERT, A. S. Protocol analysis: verbal reports as data. Cambridge, Massachusetts: MIT Press, 1993.
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.
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KODA, K. Insights into Second Language Reading: A Cross-linguistic Approach. London: Cambridge Universit Press, 2005.
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JOHNSTONE, C. J.; BOTTSFORD-MILLER, N. A.; & THOMPSON, S. J. Using the think aloud method (cognitive labs) to evaluate test design for students with disabilities and English language learners (Technical Report 44). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes, 2006.
KARBALAEE KAMRAN, S. Does reading strategy use predict and correlate with reading achievement of EFL learners? International Journal of Research Studies in Language Learning, v. 2, n. 2, pp. 29-38, 2013.
KIBBY, M. W. Thinking Aloud and Reading Comprehension’. Center for Literacy and Reading Instruction, Univ. Buffalo, 1997. Disponível em http://wwwreadingcenter.buffalo.edu/center/research/think.html
KUCAN, L. & BECK, I. L. Thinking aloud and reading comprehension research: inquiry, instruction and social interaction. Review of Educational Research, v. 67, n.3, pp. 271-299, 1997.
LEOW, R. P. The effects of amount and type of exposure on adult learners’ L2 development. Modern Language Journal, v.82, p.49–68, 1998a.
LEOW, R. P. Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villa’s 1994 fine-grained analysis of attention. Applied Psycholinguistics, v.19, p.133–159, 1998b.
LEOW, RONALD P. Attention, awareness, and foreign language behavior. Language Learning, v.51, pp.113–155,2001a.
LEOW, RONALD P. Do learners notice-enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania, v.84, pp.496–509, 2001b.
LEOW, R. P.; & MORGAN-SHORT, K. To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, v. 26, pp. 35-57, 2004.
LEOW, R. P. A study of the role of awareness in foreign language behaviour: Aware versus unaware learners. Studies in Second Language Acquisition, v. 22, pp. 557–584, 2000.
YOSHIDA, M. Think-Aloud Protocols and Type of Reading Task: The Issue of Reactivity in: BOWLES, M. et a.l (ed.). Selected Proceedings of the 2007 Second Language Research Forum. Somerville, MA: Cascadilla Proceedings Project, 2008. Pp. 199-209.
MALCOLM, D. Reading strategy awareness of Arabic-speaking medical students studying in English. System, v.37, p.640-651, 2009.
MOKHTARI, K. & REICHARD, C. Assessing students’ meta-cognitive awareness of reading strategies. Journal of Educational Psychology, v. 94, no. 2, pp. 249-259, 2002.
MOKHTARI, K. & SHEOREY, R. Measuring ESL students’ awareness reading strategies. Journal of Development Education, v. 25, n. 3, pp. 2-10, 2002.
MOKHTARI, K.; & REICHARD, C. Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System, v.32, pp.379–394, 2004.
MOKHTARI, K.; DIMITROV, D.; & REICHARD, C. Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance. Studies in Second Language Learning and Teaching, v. 8, n. 2, pp. 219-246, 2018.
O'MALLEY, J. M. et al. Learning strategies used by beginning and intermediate ESL students. Language Learning, v. 35, pp. 21-46, 1985.
O’MALLEY, J. M., & CHAMOT, A. U. Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
Language Learning, v.35, pp. 21-46, 1990.
OXFORD, T., BONGAERTS, T., AND KELLERMAN, E. The use of retrospective verbal reports in analysis of compensatory strategies. Faerch, C. and Kasper, G. (Eds.), Introspection in Second Language Research. Clevedon. UK: Multilingual Matters, pp.213-229, 1986.
PANG, J. Research on good and poor reader characteristics: Implications for L2 reading research in China. Reading in a Foreign Language April v. 20, n. 1, pp. 1–18, 2008.
PRESSLEY, M. & AFFLERBACH, P. Verbal protocols of reading: the nature of Constructively Responsive Reading. Hillsdale, NJ: Erlbaum, 1995.
SCHOONEN, R.; HULSTIJN, J.; & BOSSERS, B. Metacognitive and Language specific knowledge in native and foreign language reading comprehension: an empirical study among Dutch students in Grades 6, 8 and 10. Language Learning, v. 48, no. 1, pp. 71-106, 1988.
SHEOREY, R., & MOKHTARI, K. Differences in the meta-cognitive awareness of reading strategies among native and non-native readers. System, v.29, pp. 431-449, 2001.
SMITH, P.; & KING, J. R. An Examination of Veridicality in Verbal Protocols of Language Learners. Theory and Practice in Language Studies, v. 3, n. 5, pp. 709-720, May 2013.
SOI MENG, P. Strategy use in advanced EFL readers: Identifying and characterizing the patterns of reading strategies employed by tertiary EFL students. Unpublished Doctoral dissertation, Chinese University of Hong Kong, Hong Kong, 2006.
STEVENSON, M.; SCHOONEN, R.; & DE GLOPPER, K. Inhibition or Compensation? A multidimensional comparison of reading processes in Dutch and English. Language Learning, v. 53, n. 4, pp. 765-815, 2003.
VIDAL, R. T. Is there a relationship between reported language learning strategy use, actual strategy use and achievement? Linguagem & Ensino, v. 5, n. 1, pp. 43-73, 2002.
ZHANG, L. J.; & WU, A. Chinese senior high school EFL students' meta-cognitive awareness and reading-strategy use. Reading in a Foreign Language, v. 21, n. 1, pp. 37-59, 2009.
BERNHARDT, E. B. Challenges to reading research from a multilingual world. Reading Research Quarterly, v.38, n.1, p.112-117, 2003.
BERNHARDT, E. B. Progress and procrastination in Second Language Reading. Annual Review of Applied Linguistics, v.25, p.133–150., 2005.
BERNHARDT, E.B. Understanding advanced second-language reading. New York: Routledge, 2011.
BOWLES, M. A. & LEOW, R. P. Reactivity and type of verbal report in SLA research methodology. Studies in Second Language Acquisition, v. 27, pp. 415-440, 2005.
BLOCK, C.C. & ISRAEL, S.E. The ABCs of performing highly effective think-alouds. The Reading Teacher, v. 58, no. 2, pp. 154-167, 2004.
CABINDA, M. The need for a needs analysis at UEM: Aspects of and attitudes towards change. Linguistics and Education, v.24, pp. 415– 427, 2013.
CABINDA, M. Purported use and Self-awareness of Cognitive and Metacognitive Foreign Language Reading Strategies in Tertiary Education in Mozambique. Afrika Focus, v. 29, 1, 2016 – pp25-47, 2016.
CALERO-BRECKHEIMER, A., & GOETZ, E. T. Reading strategies of biliterate children for English and Spanish texts. Reading Psychology, v.14, n.3, p.177-204, 1993.
COHEN, A. D. Strategies in Learning and Using a Second Language. Harlow, Essex: Longman,1998.
COHEN, A. D. Verbal Protocols as a Source of Insights into Second Language Learner Strategies. Applied Language Learning, v. 7, n. 1,2, pp. 5-24, 1996.
DAVEY, B. Think Aloud: Modelling the cognitive processes of reading comprehension. Journal of Reading, v. 27, n.1, pp. 44-47, 1983.
ERICSSON, K. ANDERS & HERBERT A. SIMON. Protocol analysis: Verbal reports as data (revised ed.). Massachusetts: MIT Press, 1993.
ERICSSON, K. A. AND SIMON, H. A. Verbal reports as data. Psycholinguistical Review, v.87, n.3, pp. 215-251,1980.
ERICSSON, K. A. & SIMON, H. A. Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press, 1984.
ERICSSON, K. A. Concurrent verbal protocols on text comprehension: A Review Text, vol. 8, no. 4, pp. 295-325, 1988.
ERICSSON, K. A. & HERBERT, A. S. Protocol analysis: verbal reports as data. Cambridge, Massachusetts: MIT Press, 1993.
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. Protocol Analysis and Verbal Reports on Thinking: An update and extracted version. 2002b. Disponível em http.//www.psy.fsu.edu/faculty/ericsson/ericsson.proto.thnk.html.
FENG, X, MOKHTARI, K. Strategy use by native speakers of Chinese reading easy and difficult texts in English and Chinese. Asian Journal of English Language Teaching, v. 8, p.19- 40, 1998.
FREEMAN, Y. & FREEMAN, D. Struggling English Language Learners: Keys for Academic Success, 2003. Available at : https://www.researchgate.net/publication/234587599_Struggling_English_Language_Learners_Keys_for_Academic_Success/stats. Accessed 11/11/2019.
KODA, K. Insights into Second Language Reading: A Cross-linguistic Approach. London: Cambridge Universit Press, 2005.
GARCIA, G. N. Lessons from Research: What Is the Length of Time It Takes Limited English Proficient Students To Acquire English and Succeed in an All-English Classroom? Issue Brief No. 5, 2000. Availeble in https://www.researchgate.net/publication/234667553_Lessons_from_Research_What_Is_the_Length_of_Time_It_Takes_Limited_English_Proficient_Students_To_Acquire_English_and_Succeed_in_an_All-English_Classroom_Issue_Brief_No_5. Accessed 11/112019
JIANG, B. AND KUEHN, P. Transfer in the Academic language development of post-secondary ESL students. Bilingual Journal, 2001.
JIMÉNEZ, R.T., GARCÍA, G.E., & PEARSON, P.D. Three Children, Two Languages, and Strategic Reading: Cases Studies in Bilingual /Monolingual Reading. American Educational Research Journal, v.32, p. 67-97, 1995.
JOHNSTONE, C. J.; BOTTSFORD-MILLER, N. A.; & THOMPSON, S. J. Using the think aloud method (cognitive labs) to evaluate test design for students with disabilities and English language learners (Technical Report 44). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes, 2006.
KARBALAEE KAMRAN, S. Does reading strategy use predict and correlate with reading achievement of EFL learners? International Journal of Research Studies in Language Learning, v. 2, n. 2, pp. 29-38, 2013.
KIBBY, M. W. Thinking Aloud and Reading Comprehension’. Center for Literacy and Reading Instruction, Univ. Buffalo, 1997. Disponível em http://wwwreadingcenter.buffalo.edu/center/research/think.html
KUCAN, L. & BECK, I. L. Thinking aloud and reading comprehension research: inquiry, instruction and social interaction. Review of Educational Research, v. 67, n.3, pp. 271-299, 1997.
LEOW, R. P. The effects of amount and type of exposure on adult learners’ L2 development. Modern Language Journal, v.82, p.49–68, 1998a.
LEOW, R. P. Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villa’s 1994 fine-grained analysis of attention. Applied Psycholinguistics, v.19, p.133–159, 1998b.
LEOW, RONALD P. Attention, awareness, and foreign language behavior. Language Learning, v.51, pp.113–155,2001a.
LEOW, RONALD P. Do learners notice-enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania, v.84, pp.496–509, 2001b.
LEOW, R. P.; & MORGAN-SHORT, K. To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, v. 26, pp. 35-57, 2004.
LEOW, R. P. A study of the role of awareness in foreign language behaviour: Aware versus unaware learners. Studies in Second Language Acquisition, v. 22, pp. 557–584, 2000.
YOSHIDA, M. Think-Aloud Protocols and Type of Reading Task: The Issue of Reactivity in: BOWLES, M. et a.l (ed.). Selected Proceedings of the 2007 Second Language Research Forum. Somerville, MA: Cascadilla Proceedings Project, 2008. Pp. 199-209.
MALCOLM, D. Reading strategy awareness of Arabic-speaking medical students studying in English. System, v.37, p.640-651, 2009.
MOKHTARI, K. & REICHARD, C. Assessing students’ meta-cognitive awareness of reading strategies. Journal of Educational Psychology, v. 94, no. 2, pp. 249-259, 2002.
MOKHTARI, K. & SHEOREY, R. Measuring ESL students’ awareness reading strategies. Journal of Development Education, v. 25, n. 3, pp. 2-10, 2002.
MOKHTARI, K.; & REICHARD, C. Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System, v.32, pp.379–394, 2004.
MOKHTARI, K.; DIMITROV, D.; & REICHARD, C. Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance. Studies in Second Language Learning and Teaching, v. 8, n. 2, pp. 219-246, 2018.
O'MALLEY, J. M. et al. Learning strategies used by beginning and intermediate ESL students. Language Learning, v. 35, pp. 21-46, 1985.
O’MALLEY, J. M., & CHAMOT, A. U. Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
Language Learning, v.35, pp. 21-46, 1990.
OXFORD, T., BONGAERTS, T., AND KELLERMAN, E. The use of retrospective verbal reports in analysis of compensatory strategies. Faerch, C. and Kasper, G. (Eds.), Introspection in Second Language Research. Clevedon. UK: Multilingual Matters, pp.213-229, 1986.
PANG, J. Research on good and poor reader characteristics: Implications for L2 reading research in China. Reading in a Foreign Language April v. 20, n. 1, pp. 1–18, 2008.
PRESSLEY, M. & AFFLERBACH, P. Verbal protocols of reading: the nature of Constructively Responsive Reading. Hillsdale, NJ: Erlbaum, 1995.
SCHOONEN, R.; HULSTIJN, J.; & BOSSERS, B. Metacognitive and Language specific knowledge in native and foreign language reading comprehension: an empirical study among Dutch students in Grades 6, 8 and 10. Language Learning, v. 48, no. 1, pp. 71-106, 1988.
SHEOREY, R., & MOKHTARI, K. Differences in the meta-cognitive awareness of reading strategies among native and non-native readers. System, v.29, pp. 431-449, 2001.
SMITH, P.; & KING, J. R. An Examination of Veridicality in Verbal Protocols of Language Learners. Theory and Practice in Language Studies, v. 3, n. 5, pp. 709-720, May 2013.
SOI MENG, P. Strategy use in advanced EFL readers: Identifying and characterizing the patterns of reading strategies employed by tertiary EFL students. Unpublished Doctoral dissertation, Chinese University of Hong Kong, Hong Kong, 2006.
STEVENSON, M.; SCHOONEN, R.; & DE GLOPPER, K. Inhibition or Compensation? A multidimensional comparison of reading processes in Dutch and English. Language Learning, v. 53, n. 4, pp. 765-815, 2003.
VIDAL, R. T. Is there a relationship between reported language learning strategy use, actual strategy use and achievement? Linguagem & Ensino, v. 5, n. 1, pp. 43-73, 2002.
ZHANG, L. J.; & WU, A. Chinese senior high school EFL students' meta-cognitive awareness and reading-strategy use. Reading in a Foreign Language, v. 21, n. 1, pp. 37-59, 2009.
Publicado
2025-04-18
