Naslov
The Explicit/Implicit Dichotomy in L2 Reading Research: From Cloze-Test to Verbal Protocol

Autori
Šamo, Renata

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Implicit and Explicit Conditions, Processes, and Knowledge in SLA & Bilingualism / Ronald P. Leow & Cristina Sanz - Washington (MD) : Georgetown University, 2009, 60-60

Skup
Georgetown University Round Table on Languages and Linguistics - GURT 2009

Mjesto i datum
Washington D.C., Sjedinjene Američke Države, 13.03.2009. - 15.03.2009

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
L2 reading; reading research methodolgy; cloze test; verbal protocol
(L2 reading; reading research methodology; cloze test; verbal protocol)

Sažetak
The presentation is focused on the explicit/implicit dichotomy behind meaning construction and text understanding in L2 reading. The research was carried out among 37 Croatian EFL learners with the aim of getting insights into their reading behaviour while processing explicit and/or implicit information in text, written in a non.native language. Starting from cloze-tests based on three texts in English, we also applied think-aloud and semi-structured interview procedures. The data triangulation (gap-filling, parralel introspection and immediate retrospection) finally resulted in 111 verbal protocols. The results obtained on the cloze-test performance were further analysed through a range of problem situations in this context, such as: text understanding (word-level and aboove), task (format, requirements, environment) and reader's knowledge/self-assessment (lack of knowledge, confidence), i.e. we tried to combine the dicrete-point approach with the integrated approach, the lower-order processing (word-attack skills) with the higher-order processing (summarising skills), taking also into account a wider task/research setting and its main subjects. This methodology enabled us to modify the traditional role of cloze-test, which is widely and exclusively seen as a product-oriented instrument, and to make it process-oriented. Besides, it expanded our understanding of verbal protocols and their importance in exploring the L2 reading process and its dynamic interaction between L2 text and L2 reader with his/her raeding experiences. Finally, the quantitative measurements and qualitative descriptions in this research provided a clearer picture of how multi-layered the process of understanding and constructing meaning in L2 is.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA