ABSTRACT
Introspective methods have been a common source of data elicitation in second and
foreign language research (cf. Cohen, 1996, 1998; Ericsson & Simon, 1993; see also
Færch & Kasper, 1987). Such research has utilized verbal reporting, both on-line (e.g.,
talk-aloud or think-aloud, sometimes termed concurrent verbal reports) and retrospective.
What is common about all these introspections is that the data come from learners’
statements about the way they organize and understand information.
