3/3/2011 CLA: Socio-Cultural Theory Searchabl…

Current Search: Keyword(s): private speech

TOTAL: 23 OUT OF 667 ENTRIES [perform another search]

Berk, L. E., & Diaz, R. (Eds.). (1992). Private speech: From social interaction to self-regulation. Hillsdale, NJ: Erlbaum.

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Borer, L. (2007). Depth of processing in private and social speech: Its role in the retention of word knowledge by adult EAP
learners. The Canadian Modern Language Review , 64, 269-295.

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Centeno-Cortés, B. (2003). Private Speech in the second language classroom: Its role in internalization and its link to social
production. Unpublished doctoral dissertation, the Pennsylvania State University, University Park.

[Source: ]

Centeno-Cortés, B. (2003). Private Speech in the second language classroom: Its role in internalization and its link to social
production. Unpublished doctoral dissertation, the Pennsylvania State University, University Park.

[Source: ]

Diaz, R. M., & Berk, L. E. (Eds.). (1992). Private speech. From social interaction to self-regulation. Hillsdale, N. J.: Lawrence
Erlbaum.

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Frawley, W. (1992). The cross-language study of private speech. Paper presented at the First Conference for Socio-cultural
Research, Symposium on Private Speech and Self-regulation. Madrid, Spain.

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Frawley, W., & Lantolf, J. P. (1986). Private speech and self-regulation: a commentary on Frauenglass and Diaz. Developmental
Psychology, 22, 706-708.

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Goudena, P. P. (1983). Private speech: an analysis of its social and self-regulative functions. Unpublished doctoral dissertation,
University of Utrecht, Utrecht, NL.

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Kohlberg, L., Yaeger, J. & Hjertholm, E. (1968). Private speech: Four speeches and a review of theories’. Child Development, 39,
691-736.

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Lee, J. (2008). Gesture and private speech in second language acquisition. Studies in Second Language Acquisition, 30, 169-190.

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McCafferty, S. G. (1998). Nonverbal expression and L2 private speech. Applied Linguistics, 19, 73-96.

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McCafferty, S. G. (1994b). The use of private speech by adult ESL learners at different levels of proficiency. In J. P. Lantolf & G.
Appel (Eds.), Vygotskian approaches to second language research (pp. 117-134). Norwood, NJ: Ablex.

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McCafferty, S. G. (1992). The use of private speech by adult second language learners: A cross-cultural study. The Modern
Language Journal, 76, 179-189.

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McCafferty, S. G. (1994a). Adult second language learners' use of private speech: A review of studies. The Modern Language
Journal, 78, 421-436.

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McCafferty. S. G. (1996). The use of nonberbal forms of expression in relation to L2 private speech. In A. Pavlenko & S. Salaberry

language.la.psu.edu/SCTBIB/query.php 1/2
3/3/2011 CLA: Socio-Cultural Theory Searchabl…
(Eds.), Papers in second language acquisition and bilingualism. Vol. 14, Cornell working papers in linguistics (pp. 97-120).
Ithaca, NY: Cornell Linguistics Circle.

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Ramirez, J. (1992). The functional differentiation of social private speech: A dialogic approach. In R. Diaz & L. Berk (Eds.), Private
speech (pp. 199-214). Hillsdale, N.J.: Erlbaum.

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Saville-Troike, M. (1988). Private speech: Evidence for second language learning strategies during the "silent" period. Journal of
Child Language, 15, 567-590.

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Smith, H. (2007). The social and private worlds of speech: Speech for inter- and intramental activity. Modern Language Journal,
91, 341-356.

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Suzuki, W. & Itagaki, N. (2009) Languaging in grammar exercises by Japanese EFL learners of differing proficiency. System, 37,
217-225

Languaging that second language (L2) learners engage in while producing and comprehending language is a major source of L2 learning
[Swain, M., 2006. Languaging, agency and collaboration in advanced language proficiency. In: Byrnes, H. (Ed.), Advanced Language
Learning: The Contribution of Halliday and Vygotsky. Continuum, London, pp. 95–108]. This study attempts to examine the potential
interactions among the type of languaging, the type of discrete grammar exercises, and learners’ level of L2 proficiency. One hundred
and 41 low-intermediate and high-intermediate Japanese learners of English were asked to reflect, in writing, on how they solved one
of two grammar exercises: comprehension-oriented and production-oriented ones. Both the type of tasks completed and the level of L2
proficiency were found to be the determinants of the type of languaging. We discuss these findings in relation to theoretical and
empirical issues of the roles of languaging (e.g., collaborative dialogue, metatalk, private speech) in L2 learning. Pedagogical
implications of our findings are also discussed in terms of the choice of comprehension-oriented and production-oriented grammar
exercises. [Source: ]

Wertsch, J. V. (1979b). The regulation of human action and the given-new organization of private speech. In G. Zivin (Ed.), The
development of self-regulation through private speech (pp. 79-98). New York: Wiley.

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Winsler, A., Fernyhough, C., & Montero, I. (Eds). (2009). Private Speech, Executive Functioning, and the Development of Verbal
Self-Regulation: Cambridge: Cambridge University Press.

Seventy-five years after Vygotsky's death, scholarship exploring developmental relations between language and thought continues to
be strong. This timely edited volume compiles contributions from international leaders in the field on the roles of language and private
speech (self-talk) in the development of self-regulation and executive functioning in children and adults. New theoretical insights,
empirical research, and potential clinical and educational applications of scholarship on private speech are presented. Relevant for
undergraduate and graduate students and scholars of psychology, education, linguistics, and cognitive science, this text will be an
essential volume for those interested in the interface between language, cognition, and behaviour, and the development of regulatory
or cognitive control over behaviour. [Source: http://www.cambridge.org/gb/knowledge/isbn/item2327359/?site_locale=en_GB]

Yamada, M. (2005). Task proficiency and L1 private speech. International Review of Applied Linguistics. 43, 81-108.

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Yoshida, R. (2008). Functions of repetition in learners' private speech in Japanese language classrooms. Language Awareness,
17(4), 289-306.

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. [Source: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?
_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ824665&ERICExtSearch_SearchType_0=no&accno=EJ824665]

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