“L’uso del Think-aloud Protocol per indagare la comprensione scritta in L2: stato dell’arte e applicazioni didattiche”

This article presents an overview of the main studies that have used the methodological construct of the Think-Aloud Protocol (or TAP) to explore reading processes and strategies in second language (L2) learning/teaching, in order to identify its main advantages and limitations. Among the teaching practices described in the literature in this field, the EuRom5 project is presented as a teaching methodology where an adapted form of TAP, that stimulates learners’ awareness and reflection on their L2 reading process, is successfully implemented. The paper addresses the following questions : 1) What studies have used the TAP to investigate reading comprehension in L2, especially for teaching purposes ? 2) What are the main advantages and limitations of using the TAP ? 3) What new insights can the “transposition into L1” practiced in the EuRom5 methodology bring to the use of TAP as an instructional tool ? In light of the data presented, suggestions are given for further research on think-aloud in teaching L2 reading, highlighting its potential also for plurilingual teaching contexts.