Inner Speech-L2

by Guerrero, Maria C. M. De

• ISBN13: 9780387245775
• ISBN10: 0387245774
• Format: Hardcover
• Copyright: 2005-06-30
• Publisher: Springer Verlag

Summary

The purpose of this book is to explore "inner speech" and its connections to second language (L2) learning. Inner speech, or silent self-directed speaking, enables the faculty to "think" words and is the main instrument for verbal thought. Inner speech originates in first language (L1) social discourse and develops in childhood through a process of internalization. In this book it is postulated that, given certain conditions of L2 learning, it is possible to develop L2 inner speech as a result of the interiorization of L2 social speech. Inner speech has been quite extensively investigated from an L1 perspective. The L2 acquisition field, however, has been slow in acknowledging the importance of inner speech in learning another language. Although within the past decade there have been some notable efforts to explore the topic from an L2 point of view, these efforts have remained in the form of isolated articles and short sections in larger volumes. This book reviews the extant literature on L1-L2 inner speech in its attempt to offer a coherent and comprehensive account of the phenomenon. The book draws mainly from Vygotskyan sociocultural theory for insights into the nature of L2 inner speech and the processes that engender it and characterize its development. The pedagogical implications of recognizing the crucial role inner speech plays in L2 learning are also addressed. Inner Speech - L2 comprises a discussion of the historical and theoretical foundations of the concept of inner speech; a review of studies related to L1 and L2 inner speech and its methodology of research; an interpretive account of the origin, nature, and development of L2 inner speech from a sociocultural theory point of view; and various pedagogical implications and suggestions for further research.

Author Biography

Mar+¡a C. M. de Guerrero has vast experience as a professional in the field of second language teaching and learning. She has taught EFL/ESL for over thirty years in Argentina and Puerto Rico and offers courses in psycholinguistics and research methods at the graduate level. She works at the English Department of Inter American University of Puerto Rico, Metropolitan Campus. She has published articles in The Modern Language Journal, Applied Linguistics, Language Teaching Research, TESOL Quarterly, Issues in Applied Linguistics, the International Journal of Applied Linguistics, the Journal of Second Language Writing, Foreign Language Annals, and in the edited volumes Vygotskyan Approaches to Second Language Research (Ablex) and Applied Linguistics and Language Teacher Education (Springer).

Table of Contents

PREFACE	xi
ACKNOWLEDGMENTS	xvii
CHAPTER 1. UNDERSTANDING INNER SPEECH. HISTORICAL AND THEORETICAL FOUNDATIONS	1	(26)
A historical overview of the study of inner speech	1	(8)
Fundamental principles of sociocultural theory	9	(5)
Social origin of higher mental functions	10	(2)
Mediation of higher psychological processes	12	(1)
The genetic approach in the analysis of higher mental functions	13	(1)
Activity theory	13	(1)
Defining and delimiting inner speech	14	(3)
Terms associated with the concept of inner speech	17	(8)
Verbal thought	17	(2)
Thinking in (a) language	19	(1)
Language of thought/language for thought	20	(1)
Intrapersonal communication	21	(1)
Self-talk	21	(1)
Covert linguistic behavior	22	(1)
Mental rehearsal	22	(2)
Private speech	24	(1)
Conclusion	25	(2)
CHAPTER 2. THINKING WORDS IN ONE'S FIRST LANGUAGE. INNER SPEECH: THE L1 PERSPECTIVE	27	(32)
The sociocultural approach to inner speech	27	(24)
The thought-speech connection: Vygotsky's view of inner speech	28	(10)
Inner speech as activity: Luria's neuropsychological view	38	(4)
Inner speech in the planning of speech production: A. A. Leontiev's view	42	(1)
The psychophysiology of inner speech: Sokolov's view	43	(4)
Inner speech as intrapersonal communication: Vocate's view	47	(2)
Overview of the sociocultural approach to inner speech	49	(2)
Cognitive approaches to inner speech: A miscellany	51	(5)
A sociocomputational approach to inner speech	51	(1)
Clark's supracommunicative view of inner speech	52	(1)
A modularist view of inner speech	52	(1)
Information-processing perspectives on inner speech	53	(2)
Overview of cognitive approaches to inner speech	55	(1)
Brain imaging: Technology in search of inner speech	56	(1)
Reviewing the LI literature: Implications for L2 inner speech	57	(1)
Conclusion	58	(1)
CHAPTER 3. THINKING WORDS IN A SECOND LANGUAGE. INNER SPEECH: THE L2 PERSPECTIVE	59	(30)
Inner speech as verbal thought in the L2	60	(12)
Thinking in a second or foreign language	60	(5)
Nature of verbal thought in the L2	65	(7)
Inner speech as internalization of the L2	72	(2)
Inner speech in L2 reading and writing	74	(3)
Inner speech and mental rehearsal of the L2	77	(5)
Mental rehearsal as a "Din"	78	(2)
Mental rehearsal and inner speech development	80	(1)
Mental rehearsal as language play	81	(1)
Neuroimaging research of L2 inner speech activity	82	(2)
Summary of research on inner speech and L2 learning	84	(4)
Conclusion	88	(1)
CHAPTER 4. METHODOLOGY OF RESEARCH ON INNER SPEECH. THE CHALLENGE OF STUDYING COVERT VERBAL ACTIVITY	89	(30)
The genetic method	89	(6)
The study of private speech	91	(3)
Advantages and limitations of researching inner speech through private speech	94	(1)
Verbal reports	95	(13)
Pros and cons of using verbal reports	96	(1)
Methods of verbal data collection in the study of inner speech	97	(7)
Advantages and limitations of researching inner speech through verbal reports	104	(4)
Laboratory tools in the study of inner speech	108	(8)
Speech (articulatory) interference	108	(1)
Early mechanical devices	109	(1)
Electrophysiological techniques	109	(2)
Advantages and limitations of mechanical, speech interference, and electrophysiological techniques and their applicability in the study of inner speech	111	(1)
Neuroimaging	112	(2)
Advantages and limitations of neuroimaging and its applicability in the study of inner speech	114	(2)
The problem of method in the study of inner speech. What to do?	116	(2)
Conclusion	118	(1)
CHAPTER 5. L2 INNER SPEECH: WHAT LEARNERS SAY	119	(34)
Section 1. Inner speech and mental rehearsal of the L2	119	(19)
Participants	120	(1)
Data collection and analysis	121	(1)
Results and discussion	122	(15)
Summary of results	137	(1)
Section 2. Early stages of L2 inner speech development	138	(10)
Participants and data collection	139	(1)
Content analysis	140	(4)
Quantitative analysis	144	(2)
Discussion	146	(2)
Section 3. Pros and cons of a verbal report methodology in the study of L2 inner speech	148	(3)
The questionnaire	149	(1)
The interviews	149	(1)
The diary	150	(1)
Conclusion	151	(2)
CHAPTER 6. AN INTEGRATED VIEW OF THE ORIGIN, NATURE, AND DEVELOPMENT OF L2 INNER SPEECH	153	(38)
Inner speech as internalization of the L2	153	(15)
Private speech as a transitional phase in the internalization of L2 social speech	154	(7)
Early inner speech manifestations in the internalization of an L2	161	(7)
Overview of inner speech as internalization of the L2	168	(1)
Externalization of thought through 12 inner speech	168	(7)
Overview of L2 inner speech in the externalization of thought	175	(1)
Form and functions of L2 inner speech	175	(6)
The structure of L2 inner speech	175	(2)
The functions of L2 inner speech	177	(4)
Inner speech as mediator of verbal tasks in the L2	181	(2)
L2 inner speech and proficiency	183	(1)
Inner speech and the creation of an L2 identity	184	(4)
Conclusion	188	(3)
CHAPTER 7. DEVELOPING L2 INNER SPEECH: A PEDAGOGICAL PERSPECTIVE	191	(22)
The relationship between teaching and L2 inner speech development	191	(2)
Understanding the role of the L1 in covert L2 processes	193	(2)
The role of inner speech in becoming literate in the L2	195	(2)
Learners' strategies for the development of L2 inner speech	197	(2)
Instructional mediation in the internalization of the L2 and development of L2 inner speech	199	(11)
Providing opportunities for engagement and participation in L2 external activities	199	(1)
Fostering internalization and externalization of the L2	200	(5)
Developing a conceptual foundation in the L2	205	(3)
Raising awareness about inner speech	208	(2)
Conclusion	210	(3)
CHAPTER 8. SYNTHESIS AND DIRECTIONS FOR FURTHER RESEARCH	213	(8)
APPENDIX	221	(2)
Instructions for keeping the diary (English version)	221	(2)
REFERENCES	223	(18)
AUTHOR INDEX	241	(6)
SUBJECT INDEX	247