آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,513 |
| تعداد مقالات | 18,460 |
| تعداد مشاهده مقاله | 60,186,030 |
| تعداد دریافت فایل اصل مقاله | 21,232,543 |
The Role of Private Speech Produced by Intermediate EFL Learners in Lexical Language Related Episodes | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 7، دوره 10، شماره 21، شهریور 2018، صفحه 117-136 اصل مقاله (372.08 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| saeed Ketabi* 1؛ Ehsan Alijanian1؛ Ahmad Moinzadeh2 | ||
| 1Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran | ||
| 2Department of English Language, University of Isfahan | ||
| چکیده | ||
| Private speech utilization is accepted to have a critical role in the continuum of language acquisition. As a valuable device in studying learners’ talk during interaction, a language related episode (LRE) is any part of a dialogue where a student speaks about a language problem s/he comes across while completing a task. The present study investigated the role of private speech produced by Intermediate Iranian EFL learners while they were involved in completing a dictogloss. For this purpose, 12 female EFL learners were chosen and they were required to speak about a lexical item cooperatively while they were completing a dictogloss task. These interactions were recorded and their lexical language related episodes were transcribed. In order to investigate the private speech used in the interactions, data was coded for different forms and contents of private speech and their functions were identified. The results indicate that private speech is mostly used for self-regulation and gaining control over the task. The study has implications for teachers and researchers by giving insights on how L2 is used in interactions. | ||
| کلیدواژهها | ||
| private speech؛ dictogloss؛ lexical language related episodes؛ self-regulation | ||
| مراجع | ||
|
Aljaafreh, A., & Lantolf, J. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465–483.
Anton, M., & DiCamilla, F. (1999). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54(3), 314–342.
Brooks, F. B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77, 261–274.
Brooks, F. B., Donato, R., & McGlone, V. (1997). When are they going to say it right? Understanding learner talk during pair -work activity. Foreign Language Annals, 30(4), 524-541.
Buckwalter, (2001). Repair sequences in Spanish L2 dyadic discourse: A descriptive study, The Modern Language Journal, 85, 380-397.
Centeno-Cortes, B., & Jimenez, A. (2004). Problem-solving tasks in a foreign language: The importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14(1), 7–35.
De Guerrero, M. C. M. de, & Villamil, O. S. (1994). Socialcognitive dimensions of interaction in L2 peer revision. The Modern Language Journal, 78, 484–496.
DiCamilla, F. J., & Anton, M. (2004). Private speech: A study of language for thought in the collaborative interaction of language learners. International Journal of Applied Linguistics, 14(1), 36-69.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.
Ellis, R., & Barkhuizen, G. (2005). Anaylzing Learner Language. Oxford University Press.
Firth, A. (2009). Doing not being a foreign language learner: English as a lingua franca in the work place and (some) implications for SLA. IRAL, 127-156.
Foster, A. S., & Ohta, (2005). Negotiation for meaning and peers assistance in second language classrooms. Applied Linguistics, 26(3), 402-430.
Frawley, W., & Lantolf, J. P. (1985). L2 discourse: A Vygotskyan perspective. Applied Linguistics, 6, 19-44.
Lantolf, J. P., & Yanez, M. C. (2003). Talking yourself into Spanish: Intrapersonal communication and second language learning. Hispania, 86(1), 97-109.
Lantolf, J. P. (2009). Second language learning as a mediated process. Language Teaching, 33, 79-96.
Lapkin, S., Swain, M., & Smith, M. (2002). Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. The Modern Language Journal, 86(4), 485–507.
McCafferty (1992). The use of private speech by adult second language learners: A Cross-Cultural Study. The Modern Language Journal, 76, 179-189.
Ohta, A. S. (2000). From acknowledgment to alignment: A longitudinal study of the development of expression of alignment by classroom learners of Japanese. In G. Kasper and K. Rose (Eds.), Pragmatics in language teaching (pp. 103-120). Cambridge: Cambridge University Press.
Platt, E., & Brooks, F. B. (1994). The acquisition-rich environment revisited. The Modern Language Journal, 78, 497-511.
Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17(2), 95-114.
Swain, M. (2005). The Output Hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language (pp. 471–483). Mahwah, NJ: LawrenceErlbaum
Swain, M. (2006). Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London, UK: Continuum.
Swain, M., & Lapkin, S. (1995) Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371-391.
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82, 320-337.
Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285–304.
Villamil, O. S., & De Guerrero, M. C. M. (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies and aspects of social behavior. Journal of Second Language Writing, 5(1), 51-75.
Vygotsky, L (1986). Thought and language. Boston: MIT Press.
Wells, G. (1999). Using L1 to master L2: A response to Anton and DiCamilla’s “Socio-cognitive functions of L1 collaborative interaction in the L2 classroom”. The Modern Language Journal, 83(2), 248-254.
Winsler, A., De Leon, J. R., Wallace, B., Carlton, M. P., & Willson-Quayle, A. (2003). Private speech in preschool children: Developmental stability and change, across-task consistency, and relations with classroom behavior. Journal of Child Language, 30, 583-608.
Winsler, A., Fernyhough, C., McClaren, E. M., & Way, E. (2005). Private speech coding manual. Unpublished manuscript, George Mason University. Retrieved from http:// classweb. gmu. edu/ awinsler/PSCodingManual.pdf. | ||
|
آمار تعداد مشاهده مقاله: 207 تعداد دریافت فایل اصل مقاله: 229 |
||