scholarly journals The Manners Of Cognitive Processin Translating English Phrasal Verbs Into Indonesian

2021 ◽  
pp. 102-109
Author(s):  
Fitri Ervina Tarigan, Anni Holila Pulungan, Rahmad Husein
Keyword(s):  
Cognitive Processes ◽  
Cognitive Process ◽  
English Education ◽  
Think Aloud ◽  
Bilingual Students ◽  
State University ◽  
Phrasal Verbs ◽  
Think Aloud Protocols ◽  
Think Aloud Protocol ◽  
Recorded Observation

This study dealt with the cognitive process of students in translating English Phrasal Verbs into Indonesian  by using the think-aloud protocol (TAP) technique and introspective interview. The objectives of the study was1) to elaboratethe manner of cognitive processes occurring in translating English Phrasal Verbs into Indonesian . This research was conducted by descriptive qualitative design. The source of data was the bilingual students, they were sixth semester students of English Education Program  at State University of Medan. The source of data were taken by using Snowballing Technique.  The data consisted of the transcription of audio recorded observation of think-aloud protocols (TAP), and the transcription of interview. The findings showed that there are six  behaviors available during the process of translation done by the students, namely 1) reading the text, 2) alternating between the SL and the TL 3) monitoring the proposed translation, 4) consulting the dictionary 5) paraphrasing, and 6) translation. The cognitive processes occur when  the subjects 1) read the text, either they read the whole SL  or segment by segment, 2) kept repeating the term (the lexical) which indicates hesitation, questioning, and remembering the real meaning 3) were not able to make decision for an equivalent,  4) did not understand the meaning of verbs  and consult the dictionary, 6) tried to clarify a concept and reformulate a proposed translation by paraphrase, and 7) wrote down a translation and express it orally.

scholarly journals USING THINK ALOUD PROTOCOLS TO ASSESS THE USE OF THE DEFINITE ARTICLE WITH SERBIAN STUDENTS OF ENGLISH

2019 ◽  
pp. 133
Author(s):  
Marta Veličković
Keyword(s):  
Pilot Study ◽  
Native Speakers ◽  
Definite Article ◽  
English Department ◽  
Think Aloud ◽  
English Speaker ◽  
Think Aloud Protocols ◽  
Think Aloud Protocol ◽  
Approach To Teaching

One of the issues which has not received enough attention in the Serbian linguistic environment is how Serbian (L1) learners of English (L2) decide which criteria are sufficient and appropriate for the use of the definite article in English. The success that linguists would have in mapping these criteria could make it possible for us to identify key problem areas in this case, and thus provide our students with appropriate and explicit input regarding how to better understand the use of the definite article. What this type of knowledge could lead to is a more specialized approach to teaching articles to non-native speakers (NNS) in the L1 Serbian/L2 English speaker community. With this aim in mind, we have carried out a pilot study which included six NNS of English, seniors at the English Department of the Faculty of Philosophy, University of Niš. Using the method of the think-aloud protocol and a specially-designed fill-in-the-blank task, we attempted to elicit information from our respondents regarding which rules for definite article use, whether specific or non-specific, they rely on and how they account for the use of the definite article in select anaphoric definite and associative definite contexts.

scholarly journals Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students

2003 ◽  
Author(s):  
Magaly Lavadenz
Keyword(s):  
Dual Language ◽  
Think Aloud ◽  
Bilingual Students ◽  
Teaching Reading ◽  
Reading Processes ◽  
Language Programs ◽  
Emergent Bilingual ◽  
Third Grade Students ◽  
Think Alouds ◽  
Think Aloud Protocols

This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.

Legal meta-comments in the think-aloud protocols of legal translators and lawyers

Target ◽  
2021 ◽  
Author(s):  
Cornelia Griebel
Keyword(s):  
Mixed Methods ◽  
Cognitive Processes ◽  
Mixed Methods Study ◽  
Think Aloud ◽  
Source Text ◽  
Comprehensive Understanding ◽  
Translation Process ◽  
Legal Translation ◽  
Think Aloud Protocols

Abstract In order to ensure successful subprocesses within the overall legal translation process, a correct and comprehensive understanding of the source text is crucial. Legal translators must be able to grasp all the legal, linguistic, communicative, and situational dimensions of the text. The focus of this study is on the cognitive processes involved in the first reading phase of the legal translation process and, in particular, on the question of whether legal translators and lawyers have different text reception processes. By analysing the think-aloud protocols recorded in a mixed-methods study, legal meta-comments (LMCs) from translators and lawyers are examined and compared. The results suggest that the two groups approach the text from different angles, which leads to some suggestions for further developing the training of legal translators.

scholarly journals Children ‘Think Aloud’ and ‘Talk About’ Vocabulary Strategies in an Integrated Memory-based Text Framework

2017 ◽  
Vol 7 (1) ◽  
pp. 61
Author(s):  
Lena Rachanioti ◽  
Eleni Griva ◽  
Anastasia Alevriadou
Keyword(s):  
Academic Performance ◽  
Primary Schools ◽  
Positive Trend ◽  
Think Aloud ◽  
Bilingual Students ◽  
Vocabulary Strategies ◽  
Memory Strategies ◽  
Think Aloud Protocols ◽  
Strategy Model ◽  
Language Strategies

The present study aimed at recording and comparing the vocabulary strategies employed by Greek students and bilingual immigrants in an integrated memory-based text framework. Moreover, an effort to correlate the language strategies employed by the participants with their academic performance was attempted. The sample consisted of 20 monolingual and 20 bilingual students of Albanian origin, who attended the 5th and 6th grade of three primary schools in Eastern Thessaloniki, Greece. The monolingual and bilingual students were matched according to their mark reports on academic performance. Qualitative techniques were used for data collection: a) an instrument for recording students' profiles and their difficulties in acquiring vocabulary and memorizing a text b) ‘think aloud’ protocols and retrospective interviews. The identification of the strategies, employed by monolingual and bilingual children in an integrated text framework resulted in the compilation of a strategy model: a) exploration strategies, b) process strategies, c) memory strategies and d) confirmation/consolidation strategies. The correlation of the process strategies with the academic performance was statistically significant in monolingual students, as well as in bilinguals. A stronger positive correlation was found between the memory strategies and the monolinguals’ academic performance, while a positive trend also emerged for bilinguals. Although the study is limited in scope, the strategies resulted from the analysis of the collected data, constitute a holistic process/approach of vocabulary acquisition in an integrated memory-based text framework. 

scholarly journals Investigating the L2 Writing Strategies Used by Skillful English Students

2020 ◽  
Vol 53 (1) ◽  
pp. 78
Author(s):  
S. Arifin
Keyword(s):  
Graduate Students ◽  
English Education ◽  
Writing Process ◽  
L2 Writing ◽  
Writing Strategies ◽  
Think Aloud ◽  
Structured Interviews ◽  
Efl Context ◽  
Think Aloud Protocols ◽  
English Students

Several studies have been conducted to investigate the writing strategies used by skilled and less-skilled English writers, particularly in the EFL context but only a few have attempted to observe the strategies employed by skillful/proficient English students, predominantly in the Indonesian context. Therefore, the interest of this research was to discover the types of writing strategies applied by three skillful English students while writing in English (L2) and evaluate their substantial effects. The participants were three graduate students majoring in English Education. Moreover, the data obtained from Think-Aloud Protocols, semi-structured interviews, and written drafts were analyzed and evaluated and the results showed the writing process of the students varied. On the whole, the disparities presented a more understanding of students' writing process. It was also discovered that the three students applied similar strategies but the major inconsistency was in the manner with each was implemented.

scholarly journals Using Think Aloud Protocols to Assess E-Prescribing in Community Pharmacies

2012 ◽  
Vol 3 (3) ◽  
Author(s):  
Olufunmilola K. Odukoya ◽  
Michelle A. Chui
Keyword(s):  
Data Collection ◽  
Technology Use ◽  
Pharmacy Practice ◽  
Community Pharmacies ◽  
Think Aloud ◽  
Safety Issues ◽  
Direct Observations ◽  
Think Aloud Protocols ◽  
Think Aloud Protocol ◽  
Main Challenge

Introduction: Think aloud protocol has rarely been used as a method of data collection in community pharmacies. Purpose: The aim of the report is to describe how think aloud protocols were used to identify issues that arise when using e-prescribing technology in pharmacies. In this paper, we report on the benefits and challenges of using think aloud protocols in pharmacies to examine the use of e-prescribing systems. Methods: Sixteen pharmacists and pharmacy technicians were recruited from seven community pharmacies in Wisconsin. Data were collected using direct observation alongside think aloud protocol. Direct observations and think aloud protocols took place between January-February, 2011. Participants were asked to verbalize their thoughts as they process electronic prescriptions. Results: Participants identified weaknesses in e-prescribing that they had previously not conceived. This created heightened awareness for vigilance when processing e-prescriptions. The main challenge with using think aloud protocols was due to interruptions in the pharmacies. Also, a few participants found it challenging to remember to continue verbalizing their thought process during think aloud sessions. Conclusion: The use of think aloud protocols as method of data collection is a new way for understanding the issues related to technology use in community pharmacy practice. Think aloud protocol was beneficial in providing objective information on e-prescribing use not solely based on pharmacist's or technician's opinion of the technology. This method provided detailed information on a wide variety of real time challenges with e-prescribing technology use in community pharmacies. Using this data collection method can help identify potential patient safety issues when using e-prescribing and suggestions for redesign.   Type: Note

The potential of cognitive think-aloud protocols for educational action-research

2017 ◽  
Vol 20 (3) ◽  
pp. 219-232 ◽  
Author(s):  
John Cowan
Keyword(s):  
Action Research ◽  
Relevant Literature ◽  
Cognitive Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Retrospective Data ◽  
Think Aloud ◽  
Learning And Teaching ◽  
Think Aloud Protocols ◽  
Think Aloud Protocol

This article presents the case for the use of the ‘think-aloud protocol’ by teachers who engage in action-research as a source of constructive information about their students’ cognitive learning processes. This method calls upon learners to talk their thoughts out aloud, during engagement in some learning activity regarding which the researching teachers seek insight to inform them to plan enhancement of the learning and teaching process. The case for ‘think-aloud’ reporting of particular learning activities is supported by a review of relevant literature. Accounts of diverse experiences in various discipline areas using modified versions of think-aloud protocols in action-researching are presented, with reports of their transformative outcomes. Reasoned reservations regarding the reliability of uncorroborated sources of retrospective data about students’ learning are advanced. Refined methodologies are outlined together with general guidelines, for those minded to explore their value in their own contexts.

The think-aloud protocol

2018 ◽  
Author(s):  
Tom Knoll
Keyword(s):  
Think Aloud ◽  
Think Aloud Protocols ◽  
Think Aloud Protocol ◽  
Player Experience ◽  
Pros And Cons

This chapter is about the think-aloud protocol and its application to player experience. It covers what the protocol is, when to apply it, how to conduct it, its pros and cons, and its variations. The chapter concludes with a discussion of think-aloud protocols with children and the considerations necessary when using child participants.

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