What's on Your Mind? How Private Speech Mediates Cognition during Initial Non-Primary Language Learning

Autor/in	Stafford, Catherine A.
Titel	What's on Your Mind? How Private Speech Mediates Cognition during Initial Non-Primary Language Learning
Quelle	In: Applied Linguistics, 34 (2013) 2, S.151-172 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/ams039
Schlagwörter	Theory of Mind; Inner Speech (Subvocal); Sociocultural Patterns; Cognitive Processes; Social Theories; Latin; Second Language Learning; Computer Assisted Instruction; Metacognition; Second Language Instruction; Learning Processes + Suchen Sie Ihr Suchwort? Inneres Sprechen; Soziokulturelle Theorie; Cognitive process; Kognitiver Prozess; Gesellschaftstheorie; Latein; Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fremdsprachenunterricht; Learning process; Lernprozess
Abstract	Vygotskian sociocultural theory of mind holds that language mediates thought. According to the theory, speech does not merely put completed thought into words; rather, it is a tool to refine thought as it evolves in real time. This study investigated from a sociocultural theory of mind perspective how nine beginning learners of Latin used private speech to supplement different types of computer-based learning support in their efforts to self-regulate, or internalize and apply new linguistic knowledge, at the initial stages of learning how to distinguish thematic agent/patient roles in Latin. Analysis of features of participants' private speech in combination with their learning outcomes showed that successful self-regulation is possible in the context of independent, computer-based learning, and with minimal support from the learning environment, but that for some learners to gain control of the learning task, more responsive, adaptable learning support appeared to be a "sine qua non" condition of successful self-regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10