The role of private speech in cognitive regulation of learners: The case of English as a foreign language education

Sarab, Mohammad Reza Anani; Gordani, Yahya

doi:10.1080/2331186x.2015.1054331

Cited by 6 publications

(5 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Overall the current study showed the emergence of private speech produced by EFL learners while attempting to perform the task alone, thus it can be concluded that private speech can act like a mediating tool in cognitive regulation of learners while doing the tasks in L2. This is in line with findings of many previous studies such as Gheisari( 2017 ), Anani Sarab and Gordani ( 2014 ), Rahimi and Tahmasbi ( 2010 ), Ebadi ( 2014 ) , Khorshidi and Abdikhah ( 2013 ), Lantolf and Frawley ( 1985 ), Storch and Aldosari ( 2010 ), Ohta ( 2001 ) and Berducci ( 2004 ).…”

Section: Discussionsupporting

confidence: 92%

“…They were found to help learners control frustration and anxiety and help attention focusing (Centeno-Cortes & Jimenez, 2004 ; DiCamilla & Anton, 2004 ). According to Anani Sarab and Gordani ( 2014 ) using fillers can give learners some time in order to think about the next action to do. The recurring affective markers/fillers in this study were: “ cool ”, “ oh ”, “ aww/oww ”, “ oh my God ”, “ yeah ”, “ wow ”, “ hmmm ” and “ uh huh ” .…”

Section: Discussionmentioning

confidence: 99%

“…In a research done by Anani Sarab and Gordani ( 2014 ), the patterns of private speech of Iranian EFL learners were probed while solving some riddles in L2 individually. They found that private speech has with it such beneficial functions as planning, managing the thought, self-orientation, motivation, and controlling anxiety.…”

Section: Review Of Literaturementioning

confidence: 99%

“…To put it differently, this theory asserts that social activities organize endowed capabilities like language and enable individuals to consciously control mental activities such as planning and problem solving (Donato, 2000 ; Ellis, 2003 ; Lantolf & Thorne, 2006 ; Ohta, 2001 ). Thus , the main function of private speech is its mediating function as a tool in the process of learning, teachers need not be worried about the language learners’ incomplete or incomprehensible utterances as they are striving to internalize their present thinking, as a result, errors are not seen in terms of any deviations from native- speaker norm, but different cognitive functions (Anani Sarab & Gordani, 2014 ).…”

Section: Implications Of the Studymentioning

confidence: 99%

See 3 more Smart Citations

Investigating Iranian English Learners’ Private Speech Across Proficiency Levels and Gender Based on Vygotsky’s Sociocultural Theory

Yaghoubi

Farrokh

2022

J Psycholinguist Res

View full text Add to dashboard Cite

This study was an attempt to investigate Iranian EFL learners’ private speech across proficiency levels and gender while doing reading comprehension tasks. Moreover, it was an attempt to examine the different forms of private speech produced by Iranian English learners. Six forms of private speech were coded and analyzed: affective markers, sub-vocalization, switch from L2 to L1, repetition, unfinished sentences, and self-directed questions. It was a descriptive correlational research. The participants of this study were ninety female and male EFL learners at three levels of foreign language proficiency from two schools in Lahijan, Iran. They were selected from 110 students by administering an Oxford Quick Placement Test. Next, reading comprehension tests were administered to the participants. In order to gather data, each participant was equipped with a MP3 voice recorder to keep track of very low private speech markers while performing reading tasks. Pearson Chi-Square test was utilized to determine the probable relationship between the six forms of private speech and learners’ proficiency levels and gender. The results revealed that there was statistically significant relationship between the forms of private speech produced by Iranian EFL learners and their foreign language proficiency. However, the outcomes did not yield a significant correlation regarding gender and the forms of private speech. It can be concluded that private speech is responsible for both regulating mental ability in complex tasks and facilitating internalization of mental ability. In second /foreign language learning, externalized private speech functions not just as a self-regulatory mechanism aiding problem-solving but as a tool in learning and internalizing the L2.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Implications Of the Studymentioning

confidence: 99%

See 2 more Smart Citations

Investigating Iranian English Learners’ Private Speech Across Proficiency Levels and Gender Based on Vygotsky’s Sociocultural Theory

Yaghoubi

Farrokh

2022

J Psycholinguist Res

View full text Add to dashboard Cite

show abstract

“…Additionally, Frawley (1997) claims that by using repetition, speakers help themselves to concentrate on the problem. Also, Anani and Gordani (2014) contend that "repetition mainly signals the participants' ongoing thought process and is an attempt to take it under control". In fact, "the purpose here is to focus and direct the thought towards the item" (p. 8).…”

Section: Discussionmentioning

confidence: 99%

An examination of Vygotsky’s socio-cultural theory in second language acquisition: the role of higher order thinking enhancing techniques and the EFL learners’ use of private speech in the construction of reasoning

Mirzaee

Maftoon

2016

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

The present study investigates the impact of higher order thinking enhancing techniques as two post-reading strategies on the EFL students' reasoning power as determined by their private speech production. Also, the relationship between the learners' private speech production and their reasoning power is also investigated. In so doing, the study utilizes a quasi-experimental design with 30 participants in each control and experimental groups. The results of the pretest administration indicate that the participants of the two groups are homogenous regarding their language proficiency level as determined by the Babel Test, and their reasoning power as determined by the Watson-Glaser Critical Thinking Appraisal (W-GCTA). The participants in the experimental group are instructed in a way to enhance their reasoning power based on 6 reading comprehension texts. WGCTA's two subtests of deduction and inference making which contain reasoning-gap tasks are utilized as the posttest. While the participants are engaged in carrying out such tasks, their private speech productions are recorded. Data analysis and transcription indicate that private speech which is categorized into 4 classes in this study has a positive and significant influence on the learners' reasoning power. Higher order thinking enhancing techniques are also found to have impact on the experimental group in enhancing their private speech production and subsequently improving their reasoning. The detailed results, discussion, and conclusions of the research are further presented.

show abstract

Research Methods and Sociocultural Approaches in Second Language Acquisition

Mahn¹,

Reierson²

2020

The Encyclopedia of Applied Linguistics

View full text Add to dashboard Cite

This entry analyzes and synthesizes various studies in the field of second language acquisition (SLA) that appeared after the publication of Frawley and Lantolf's 1985 study and expanded on sociocultural approaches based on Vygotsky's theoretical framework and methodological approach. Researchers interested in diverse facets of SLA both in and out of educational contexts have utilized sociocultural theory in a variety of ways. Some have focused more on the internal aspects of language, the mental processes involved in making and communicating meaning through language activities, while others have focused more on the social, cultural, physical, and historical contexts of second language learning and acquisition. These approaches seek to understand language development in its manifold richness and draw on the experiences and introspections of second language learners, who learn language in very different contexts and situations of development. The entry does not attempt to give a comprehensive account of all of the work that has been done using Vygotsky's core concepts to investigate second language learning, teaching, and acquisition from a sociocultural perspective, but instead focuses on such primary concepts as zone of proximal development; dynamic assessment; inner speech; private speech; the regulatory function of speech; gesture; social situation of development; and the historical and theoretical work that has been central to sociocultural approaches to SLA research and that can contribute to this effort through a reconceptualization of Vygotsky's work.

show abstract

The role of private speech in cognitive regulation of learners: The case of English as a foreign language education

Cited by 6 publications

References 11 publications

Investigating Iranian English Learners’ Private Speech Across Proficiency Levels and Gender Based on Vygotsky’s Sociocultural Theory

Investigating Iranian English Learners’ Private Speech Across Proficiency Levels and Gender Based on Vygotsky’s Sociocultural Theory

An examination of Vygotsky’s socio-cultural theory in second language acquisition: the role of higher order thinking enhancing techniques and the EFL learners’ use of private speech in the construction of reasoning

Research Methods and Sociocultural Approaches in Second Language Acquisition

Contact Info

Product

Resources

About