Through its constuctivist orientation and Sociocultural perspective this book contributes to an improved understanding of what it means to read and particularly to recall second language texts in the context of both second language reading and research. It also serves as an introduction to Sociocultural Theory and demonstrates the usefulness of this type of analysis not only of written recall protocols but of other forms of learner language. Finally it attempts to illustrate the nature of activity in relation to task by showing the diverse ways in which learners approach the task of writing a recall protocol.