Verbal Reports as a Window for Understanding Mental Processes among Young Learners

Abstract

In second language acquisition research, verbal reports such as stimulated recall and think-aloud have been widely used as a window to understand learners’ mental processes. In surveying findings from research on child development, early education, and second language development among children, this chapter discusses the challenges and opportunities when using verbal reports to understand young learners’ second language learning. Special attention is given to age-related challenges with respect to (a) veridicality and reactivity; (b) planning and administering verbal reports; and (c) analyzing and interpreting children’s verbal reposts. In addition to discussing verbal reports as a research tool, this chapter also addresses the use of verbal reports as a potential pedagogical tool to facilitate children’s self-reflection and language learning. The chapter concludes by discussing the potential benefits in future research of incorporating digital technology with and for verbal reports and the importance of taking a child-centered approach when implementing verbal reports as an introspective method.