Functions of Repetition in Learners' Private Speech in Japanese Language Classrooms

Autor/in	Yoshida, Reiko
Titel	Functions of Repetition in Learners' Private Speech in Japanese Language Classrooms
Quelle	In: Language Awareness, 17 (2008) 4, S.289-306 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.2167/la465.0
Schlagwörter	Metacognition; Japanese; Second Language Instruction; Second Language Learning; Second Languages; Interviews; Humanistic Education; Student Participation; Student Motivation; Inner Speech (Subvocal); Repetition; Observation; Video Technology; Nonprint Media; Visual Aids; Teaching Methods + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Japaner; Japanisch; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Interviewing; Interviewtechnik; Humanistische Bildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Inneres Sprechen; Wiederholung; Beobachtung; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Studies investigating repetition in SL/FL learners' private speech have focused mainly on its cognitive and metacognitive functions. In the present study, the classroom observations, video-recordings of lessons, audio-recordings of six learners and two teachers and simulated recall interviews were conducted in Japanese language classes over two semesters. Repetition was found to have not only cognitive and metacognitive functions such as processing and monitoring, but also social and affective functions such as increasing learners' involvement and enjoyment. Repetition appears to promote learners' participation in both classroom and conversational situations. (As Provided).
Anmerkungen	Multlingual Matters. Available from Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10