Inner Speech - L2

Educational Linguistics

Book 6
Springer Science & Business Media
1
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According to Vygotsky (1986), The decreasing vocalization of egocentric speech denotes a developing abstraction from sound, the child's new faculty to "think words" instead of pronouncing them. This is the positive meaning of the sinking coefficient of egocentric speech. The downward curve indicates development toward inner speech, (p. 230) The purpose of this volume is to explore the faculty to "think words," not as the ability to mentally evoke words in the native (or first) language (LI) but as the faculty 1 to conjure up in the mind words in a second language (L2). To think words rather than to pronounce them is possible through inner speech, a function that humans develop in the course of childhood as they internalize the speech of the social group among which they grow. This means internalizing and being able to conduct inner speech in a particular linguistic code, the LI. But humans, at a very early or more mature age, may also come into contact and interact verbally with speakers of other languages, in classrooms or natural settings. The possibility thus emerges of internalizing an L2 in such a way that inner speech in the L2 might evolve. In this book, it is argued that, given certain conditions of L2 learning, it is possible for learners to attain inner speech in the L2. This book examines the distinctive nature of L2 inner speech and the processes that engender it and characterize its development.
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About the author

María 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).

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Additional Information

Publisher
Springer Science & Business Media
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Published on
Mar 30, 2006
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Pages
252
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ISBN
9780387245782
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Language
English
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Genres
Education / Language Experience Approach
Education / Reference
Language Arts & Disciplines / Study & Teaching
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Content Protection
This content is DRM protected.
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This ground-breaking work is a detailed account of an innovative and in-depth study of the attitudes of in excess of 500 Japanese learners towards a number of standard and non-standard as well as native and non-native varieties of English speech. The research conducted refines the investigation of learner attitudes by employing a range of pioneering techniques of attitude measurement. These methods are largely incorporated from the strong traditions that exist in the fields of social psychology and second language acquisition and utilize both direct and indirect techniques of attitude measurement. The author locates the findings in the context of the wealth of literature on native speaker evaluations of languages and language varieties.

The study is unique in that the results provide clear evidence of both attitude change and high levels of linguistic awareness among the informants of social and geographical diversity within the English language. These findings are analyzed in detail in relation to the global spread of English as well as in terms of the pedagogical implications for the choice of linguistic model employed in English language classrooms both inside and outside Japan.

The issues examined are of particular interest to educators, researchers and students in the fields of applied linguistics, TESOL, second language acquisition, social psychology of language and sociolinguistics. The pedagogical and language policy implications of the findings obtained make essential reading for those with a specific focus on the role of the English language and English language teaching, both in Japan and beyond.

As pressure builds on the educational systems of the world to serve the needs of increasingly diverse multilingual populations and at a time when multilingualism and multiliteracy are clearly socially and economically advantageous, the need to understand relationships between language and education is particularly acute. Since its formulation in the 1970s, educational linguistics has been developing specifically to address this need. More than the application of concepts from the discipline of linguistics to the field of education, educational linguistics has taken shape as the transdisciplinary investigation of language issues in and around educational settings. Accordingly, it has emerged as an area of inquiry that is unified by its focus on education but diverse in both methodology and theoretical underpinnings. Directions and Prospects for Educational Linguistics explores the innovations that have developed from creative syntheses of methodological and theoretical approaches. The volume provides unique insights into current practices and new frontiers for educational linguistics by bringing together contributions from scholars who draw upon on established research traditions while at the same time pushing their boundaries beyond the confines of specific disciplines. Each essay serves as a thought provoking starting point for scholars and advanced graduate students to contemplate directions and prospects for research that contributes to linguistically appropriate and socially responsible education.
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