Spontaneous Playback of the Second Language: A Descriptive Study

Bedford, David

doi:10.1111/j.1944-9720.1985.tb01805.x

Cited by 12 publications

(10 citation statements)

References 2 publications

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“…proposed that involuntary mental rehearsal, termed the "Din in the Head," in second language (L2) acquirers as described by Barber (1980) is caused by stimulation of the Language Acquisition Device (LAD) and is therefore an indication that acquisition is taking place.' Bedford (1985), Parr, and Krashen (1986) and de Guerrero (1987) confirmed that the Din was widespread among L 2 learners, particularly after activities involving L2 listening. Bedford found, however, that the Din did not seem to b e as common after L2 reading.…”

Section: Introductionmentioning

confidence: 88%

“…with" (2930). Bedford (1985) later described this experience with second languages as a "noticeable din or jumble ... of words, phrases, or even characteristic melody patterns" that "pop into the head at nearly any time or place" and are "quite involuntary" (286). Along with Parr and Krashen (1986) and de Guerrero (1987), Bedford found that the Din is widespread among second and foreign language students.…”

Section: Foreign Language a N N A L S -F A 1995mentioning

confidence: 99%

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A Reading “Din in the Head”: Evidence of Involuntary Mental Rehearsal in Second Language Readers

McQuillan

Rodrigo

1995

Foreign Language Annals

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The phenomenon of involuntary mental rehearsal of language, or the “Din in the head,” has been considered by researchers as an indicator of second language (L2) acquisition among acquirers. Previous studies have noted that the Din occurs primarily among beginning and intermediate L2 students after the reception of oral input that is comprehensible, but not after reading. It has been argued that this lack of a reported Din is due to the fact that such students typically do very little reading, and that acquirers who did read would experience a “reading Din.” This study provides evidence for an 12 Din after reading from a survey of two classes of intermediate Spanish students: a “Reading Only” group (TV = 20), whose only source ofL2 input was reading; and a “Reading and Conversation” group (TV = 15), who received both printed and oral input. Both groups reported a Din after L2 reading. The findings lend support to claims made by Krashen concerning the importance of comprehensible input in L2 acquisition. Implications for the use of reading in beginning and intermediate 12 classrooms are discussed.

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Section: Introductionmentioning

confidence: 88%

Section: Foreign Language a N N A L S -F A 1995mentioning

confidence: 99%

A Reading “Din in the Head”: Evidence of Involuntary Mental Rehearsal in Second Language Readers

McQuillan

Rodrigo

1995

Foreign Language Annals

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“…I noted that the Din experience correlates with less reluctance to speak the language, but I did not make any hypothesis about a sudden “critical stage” that leads to a “sudden and massive restructuring,” as de Bot claimed (p. 173). de Bot stated that there is no research providing evidence for his interpretation of the Din. There certainly is published research confirming that the predictions made in Krashen (1983) are correct: Bedford (1985), de Guerrero (1987), McQuillan (1996), McQuillan and Rodrigo (1995), Parr and Krashen (1986), and Sevilla (1996).…”

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confidence: 85%

Letter to the Editor: The Din in the Head Hypothesis: A Response to de Bot (2008)

Krashen¹

2008

The Modern Language Journal

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“…Krashen (1983) hypothesized that "the Din is a result of stimulation of the Language Acquisition Device" (p. 43), that it is triggered by comprehensible input of the i + 1 variety, and that it will not occur in very advanced learners "since they will receive less input containing i + 1, having acquired most of the language"" (p. 43). Bedford (1985) was the first to test Krashen's Din Hypothesis empirically (see Table 1 for a summary of empirical studies). On the basis of survey data provided by 160 L2 college and FL adult learners, Bedford was able to confirm that "spontaneous playback of the second language," as he called the Din, was a widespread phenomenon rather than a process restricted to a few individuals.…”

Section: Review Of Studies On L2 Inner Speech As Mental Rehearsalmentioning

confidence: 99%

“…In 1987, Rohrer argued that inner speech is "the language of the mind" (p. 92), used in various mental operations, one of which is rehearsal. In 1990, Murphey published an article reviewing the studies conducted on the "din in the head" (Bedford, 1985;Guerrero, 1987;Krashen, 1983;Parr & Krashen, 1986) and linking this phenomenon to Vygotsky's concept of inner speech: "What [Vygotsky] calls inner speech may have a strong connection to what is now being called the Din" (Murphey, 1990, p. 55). In a few words, then, the relationship between inner speech and mental rehearsal appears to be one in which inner speech is a broad language function covering a wide range of mental operations, among which is rehearsal, the covert practice of language that is common in L2 learning. In order to empirically investigate inner speech in the L2, I conducted a study (Guerrero 1990(Guerrero /1991(Guerrero , 1994) on the nature of inner speech during mental rehearsal of the L2 as it occurred across three proficiency levels (low, intermediate, and high) of ESL college learners.…”

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confidence: 99%

Inner Speech as Mental Rehearsal: The Case of Advanced L2 Learners

Guerrero¹

1999

Issues in Applied Linguistics

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This paper is a follow-up study on the issue of L2 inner speech as it manifests in mental rehearsal among advanced L2 learners. The purpose of the study was to find out to wliat extent advanced L2 learners experience inner speech as mental rehearsal and to identify some of the characteristics andfunctions ofsuch inner speech. Results show that advanced L2 learners experience inner speech in the second language to a great extent and that the frequency ofL2 inner speech increases with proficiency. Advanced L2 learners, however, report using less inner speech than lower level learners for certain aspects of rehearsal, such as planning texts, self-and other-evaluation, storage and retrieval, self-instruction, and language play. It is argued that inner speech in the L2 is a developmental phenomenon associated with spontaneous rehearsal in the early stages ofL2 acquisition and with verbal thinking in the more advanced stages.The problem of inner speech is central in Vygotsky's (1978Vygotsky's ( , 1986 theory. As Vygotsky's and his followers' ideas have become globally recognized, inner speech has been acknowledged as a major phenomenon associated primarily with the LI. In the field of second language acquisition (SLA), however, inner speech continues to be practically uncharted territory. 1 At least two reasons can be cited to account for this lack of attention on the part of SLA researchers. First, it is possible that, for researchers working within the current prevailing SLA paradigm, Vygotsky's theories and the problems associated with them appear to be irrelevant and/or irreconcilable. A problem like inner speech, which suggests a view of mind as a predominantly sociocultural product, framed as it was within the dialectics of historical materialism in Vygotsky's writings, 2 does not seem to "fit the facts" (as Kuhn, 1970, p. 141, would put it) of SLA mainstream theory, which is ultimately concerned with the psychological mechanisms that underlie the acquisition of L2 properties as a process situated mainly in the learner's head. 3 Second, there is the problem of method. Because inner speech is covert language behavior, it is inaccessible to direct methods of observation. Vygotsky (1986) himself recognized that "the area of inner speech is one of the most difficult to investigate" (p. 226).His way of breaking the inaccessibility of inner speech was the "genetic method of experimentation" (p. 226). This method, which came to be known as "the Vygotsky method of studying inner speech" (Ushakova, 1994, p. 137), consisted of approaching inner speech through the observation and analysis of egocentric speech, in the assumption that egocentric speech is the vocalized transition between social external speech and inner covert speech. As SLA research becomes more open to nontraditional theoretical and methodological approaches, however, topics like Issues in Applied Linguistics

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Spontaneous Playback of the Second Language: A Descriptive Study

Cited by 12 publications

References 2 publications

A Reading “Din in the Head”: Evidence of Involuntary Mental Rehearsal in Second Language Readers

A Reading “Din in the Head”: Evidence of Involuntary Mental Rehearsal in Second Language Readers

Letter to the Editor: The Din in the Head Hypothesis: A Response to de Bot (2008)

Inner Speech as Mental Rehearsal: The Case of Advanced L2 Learners

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