* The hours are different from those of previous meetings.*
A common methodology in fields concerned with cognition is the think-aloud protocol, which involves instructing a participant to verbalize whatever is going through his or her head as they conduct an experimental task, as if talking to his or herself. One foundation of this methodology is the work of Ericsson and Simon (1993), Protocol Analysis: Verbal Reports as Data. These authors draw a distinction between think-aloud verbalization and social verbalization, based on the apparent assumptions that thinking-aloud is a fairly straightforward process and that it can be separated from such things as recipient design and other aspects of the social context in which the protocol is produced. This presentation involves the analysis of a think-aloud protocol produced during during an experiment designed to investigate the role of awareness in learning a second language. Rejecting the assumptions that producing such a protocol is a straightforward process and that it can be distinguished from so-called social verbalization, the analysis focuses on how the participant constructs the think-aloud task for himself and on aspects of recipient design that can be found in the protocol.
Using the framework of Conversation Analysis, this study examines nonnative speaker's (NNS's) pragmatic competence displayed in a directive sequence in casual conversation between a native speaker (NS) and a nonnative speaker (NNS). The analysis reveals that the pragmatic competence of the NNS and NS is fabricated in the detail of talk and other conduct in which the participants juxtapose multiple resources such as sequential organization, speech, body, and surrounding environment to jointly shape the sequence of directive and establish mutual understanding in ongoing interaction.