This methodological review highlights the trends in empirical studies where a methodological construct (i.e. verbal reports) intersects with content (i.e. literacy research). Specifically, we synthesise research on language learners’ reading in which verbal reports were deployed as a methodological tool. Questioning the long‐standing assumption that verbal report methods validated in first‐language verbal report reading studies necessarily constitute a basis for validation of second‐language verbal report reading studies, we consider the broader educational frameworks within which studies are embedded. In our synthesis of language learners’ verbal report literacy research published between 2000 and 2015, we attend to the social, demographic and geographic realities characteristic of studies reviewed and of the participants involved. Our findings demonstrate the following: (a) tendency to report quantitative information regardless of the type of verbal reporting method and the component of reading explored; (b) predominance of independent concurrent methods that emphasised the reading product; (c) predominance of integrated verbal reports (i.e. concurrent and other forms of reporting) in sociocultural studies that reflected the reading process; (d) concerns about validity in studies premised on cognitivist models of verbal reports; (e) a tendency to use solely concurrent verbal reports in quantitative studies; (f) high reliance on integrated concurrent methods in qualitative studies; and (g) preponderance of qualitative‐to‐quantitative versus a qualitative‐to‐quantitative‐to‐qualitative verbal reporting paradigms across studies. Based on these findings, we make several recommendations to be considered when verbal reports are used to study language learners’ reading processes.

中文翻译：

---

语言学习者阅读过程中的口头报告：方法论综述

这篇方法论综述强调了经验研究的趋势，其中方法论的构架（即口头报告）与内容（即素养研究）相交。具体而言，我们综合了关于语言学习者阅读的研究，在该研究中，口头报告被部署为一种方法学工具。质疑长期以来的假设，即第一语言的口头报告阅读研究中验证过的口头报告方法必定构成第二语言的口头报告阅读研究中验证的基础，因此，我们考虑了将研究嵌入其中的更广泛的教育框架。在2000年至2015年发表的语言学习者口头报告素养研究综合报告中，我们关注了所审查研究和参与人员的社会，人口和地理现实特征。我们的发现表明以下几点：（a）不管口头报告的类型和所阅读的内容如何，​​都倾向于报告定量信息；（b）强调阅读的独立并发方法的优势产品; （c）在反映阅读过程的社会文化研究中，综合口头报告（即同时报告和其他形式的报告）占主导地位；（d）对以口头报告的认知主义模型为前提的研究的有效性的关注；（e）在定量研究中倾向于只使用并发口头报告的趋势；（f）在定性研究中高度依赖综合并行方法；（g）在所有研究中，定性到定量与定性到定量到定性的口头报告范式比较占优势。基于这些发现，我们提出了一些口头报告用于研究语言学习者阅读过程的建议。