Individualized Categories of Verbal Reports in Classroom Think-Aloud Translation Tasks

2017 ◽  
pp. 153-166
Author(s):  
Anna Michońska-Stadnik
Keyword(s):  
Think Aloud ◽  
Verbal Reports

scholarly journals Foundation in Law students’ reading awareness of the case law genre

F1000Research ◽  
2022 ◽  
Vol 11 ◽  
pp. 28
Author(s):  
Suhaila Abdullah ◽  
Sareen Kaur Bhar
Keyword(s):  
Qualitative Data ◽  
Early Stage ◽  
Case Law ◽  
English For Academic Purposes ◽  
Law Students ◽  
Think Aloud ◽  
Verbal Reports ◽  
Genre Awareness ◽  
Legal Texts ◽  
University Level

Background: A text of different genre might pose a different problem to students and different genre requires different approach in understanding and comprehending it. Developing the expertise in reading legal texts at an early stage of learning will be very beneficial to the students of law.  This study examines the level of pre-university/foundation in law students’ awareness for the case law genre, and the aim of this study is to investigate the extent of awareness of the case law genre among the foundation in law students.  Methods: Five students who were pursuing their study in the foundation/pre-university level were selected as the subjects in this study.  Qualitative data were obtained through the think-aloud procedure and questionnaire which was administered after the think-aloud procedure. The transcription of each student’s verbal reports was scrutinised for evidence of genre awareness while the answers given in the questionnaire were used to support the findings of the study.  Genre analysis of 4-Move structure was used to identify the students’ level of awareness. Results: The findings indicate that the students were aware of the case law genre. However, they displayed a mixed-level of awareness. Conclusion: It is hoped that this study can provide some insights into the reading behaviour of law students especially when reading case law. Knowing and understanding the case law structure is integral for law students, and analysing students understanding of reading case law can help both the students and English for Academic Purposes (EAP) educators.

scholarly journals Saudi Students’ Translation Strategies in an Undergraduate Translator Training Program

2005 ◽  
Vol 50 (1) ◽  
pp. 180-193 ◽  
Author(s):  
Omar Atari
Keyword(s):  
Empirical Study ◽  
Training Program ◽  
Think Aloud ◽  
Verbal Reports ◽  
Translation Strategies ◽  
Saudi Students ◽  
Knowledge Based ◽  
Think Aloud Protocol ◽  
Sentence Level ◽  
Translator Training

Abstract This paper reports on the findings of an empirical study conducted on the strategies employed by a sample of undergraduate Saudi translator trainees while translating. The study uses the think-aloud protocol (i.e. the subjects’ verbal reports of what’s going on in their heads while translating) as a technique for soliciting the data. The researcher has found that the strategies of ST and TT monitoring at the word or sentence level are employed most frequently (i.e. language-based strategies). Other important strategies, namely text contextualization and inferencing and reasoning are the least frequently used (i.e. knowledge-based strategies). Hence, the need for training translator trainees in the use of these strategies as well as the recognition and utilization of larger textual elements.

Holistic assessment of consecutive interpretation

Interpreting ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. 245-269 ◽  
Author(s):  
Sang-Bin Lee
Keyword(s):  
Performance Assessment ◽  
Think Aloud ◽  
Grade Student ◽  
Verbal Reports ◽  
Computer Screen ◽  
Video Recordings ◽  
Tentative Model ◽  
Holistic Assessment

Abstract The article aims to show how interpreter trainers holistically grade student performances. For this purpose, experimental rating sessions were held for four undergraduate interpreter trainers. The raters were asked to think aloud their quality judgments while holistically assessing six recordings of consecutive interpretation. Their concurrent verbal reports, along with reflective reports, interview transcripts, and video recordings of computer screen activity, were collected and analysed in detail. Findings revealed various facets of interpreting performance assessment, including what procedures the raters followed, what aspects of the performance they focused on, what criteria they depended on for their judgment decisions, and why two ratings of the same performance were divergent. This article also presents a tentative model for holistic rating of consecutive interpretation.

scholarly journals Effect of expertise on diagnosis accuracy, non-technical skills and thought processes during simulated high-fidelity anaesthetist scenarios

2017 ◽  
Vol 3 (2) ◽  
pp. 43-47
Author(s):  
Allistair P McRobert ◽  
Simon J Mercer ◽  
David Raw ◽  
Jeff Goulding ◽  
A Mark Williams
Keyword(s):  
Cognitive Processing ◽  
Technical Skills ◽  
Superior Performance ◽  
High Fidelity ◽  
Think Aloud ◽  
Thought Processes ◽  
Expert Performance ◽  
Verbal Reports ◽  
Diagnosis Accuracy ◽  
And Performance

BackgroundThe expert performance approach can be used to examine expertise during representative field-based tasks, while collecting process-tracing measures such as think-aloud verbal reports. Collecting think-aloud verbal reports provides an insight into the cognitive mechanisms that support performance during tasks.MethodWe examined the thought processes and performance of anaesthetists during simulated environments. Verbal reports of thinking and the anaesthetists’ non-technical skills (ANTS) were recorded to examine cognitive processes, non-technical behaviours and diagnosis accuracy during fully immersive, high-fidelity medical scenarios. Skilled (n=6) and less skilled (n=9) anaesthetists were instructed to respond to medical scenarios experienced in theatre.ResultsSkilled participants demonstrated higher diagnosis accuracy and ANTS scores compared to less skilled participants. Furthermore, skilled participants engaged in deeper thinking and verbalised more evaluation, prediction and deep planning statements.ConclusionsThe ability to employ an effective cognitive processing strategy, more efficient non-technical behaviours and superior diagnosis is associated with superior performance in skilled participants.

Concurrent Verbal Reports in Second Language Acquisition Research

2010 ◽  
Vol 30 ◽  
pp. 111-127 ◽  
Author(s):  
Melissa A. Bowles
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Meta Analysis ◽  
Think Aloud ◽  
Verbal Reports ◽  
Think Alouds

This article provides an overview of the ways in which concurrent verbal reports, sometimes referred to as think-alouds, have been used in cognitivist second language acquisition (SLA) research. It addresses two issues related to the validity of verbal reports—reactivity and veridicality—and reviews studies that have examined the validity of verbal reports in SLA. On the basis of the results of a meta-analysis of studies comparing the performance of silent and think-aloud groups (Bowles, 2010), this article concludes with suggestions for further research into the issue of validity and recommendations for the careful use of think-alouds in research.

scholarly journals Raport werbalny i jego wykorzystanie w badaniach nad strategiami rozwiązywania testów z zakresu czytania

Neofilolog ◽  
1970 ◽  
pp. 77-88
Author(s):  
Anna Konieczna
Keyword(s):  
Verbal Report ◽  
Think Aloud ◽  
Verbal Reports ◽  
Think Aloud Protocols ◽  
Characteristic Features

The article discusses kinds of verbal reports and their characteristic features. More specifically, it focuses on: a) the validity of particular types of verbal reports and the data these are likely to provide, b) a quite difficult distinction between introspection and retrospection in researching reading, and c) the characteristic features and limitations of think-aloud protocols (categorized as introspective verbal report), especially if used to investigate the concrete reading format of gapped-text.

scholarly journals A Review of Using Think-Aloud Interviews and Cognitive Labs in Educational Research

2018 ◽  
Author(s):  
Melanie Kinskey
Keyword(s):  
Problem Solving ◽  
Educational Research ◽  
Interview Data ◽  
Think Aloud ◽  
Verbal Reports ◽  
Qualitative Interviewing ◽  
Insight Into

In this book, Leighton (2017) describes two methods of qualitative interviewing that provide researchers an opportunity “to present observable indicators (evidence) of phenomena that are technically unobservable” (p. 14). Leighton (2017) describes the procedures for conducting and analyzing think-aloud interviews, which are used to understand problem solving processes; and cognitive laboratories, which provide insight into comprehension and understanding. Through the use of examples of verbal reports, Leighton (2017) provides readers with step-by-step processes which prepare researchers to be well equipped for collecting and analyzing interview data.

Retrieval from Memory or Procedural Strategies for Addition Problems

2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol
Keyword(s):  
Reaction Times ◽  
Long Term Memory ◽  
Verbal Reports ◽  
Term Memory ◽  
Simple Addition ◽  
Memory Traces ◽  
Addition Problem ◽  
Retrieval From Memory ◽  
Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

Are Subjective Reports of Conscious Recollection Valid? Evidence from Think Aloud Protocols

2008 ◽  
Author(s):  
Jeffrey K. Boman ◽  
David P. McCabe ◽  
Amanda E. Sensenig ◽  
Matthew G. Rhodes ◽  
Meghan T. Lee
Keyword(s):  
Think Aloud ◽  
Think Aloud Protocols ◽  
Conscious Recollection ◽  
Valid Evidence ◽  
Subjective Reports
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