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Peer reviewedChenoweth, N. Ann; Hayes, John R. – Written Communication, 2001
Analyzes think-aloud protocols with native speakers of English learning French or German. Shows that as the writer's experience with the language increases, fluency increases, the average length of strings of words proposed between pauses or revision episodes increases, the number of revision episodes decreases, and more of the words proposed as…
Descriptors: Higher Education, Models, Protocol Analysis, Second Language Learning
