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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.
Notes
*Names of the learners are pseudonyms.
*Percentage rounded to the nearest whole number.
1. CitationLantolf and Thorne (2006) distinguish subvocal private speech from inner speech according to Vygotsky's theory, stating inner speech is ‘pure meaning without any formal properties’ (p. 75). de Guerrero does not distinguish subvocal private speech from inner speech, categorising all subvocal private speech as inner speech. In her study, subvocal private speech is mentioned as inner speech.
2. As the study is a part of the author's PhD study examining corrective feedback and learners' private speech, the participants also listened to the parts of corrective-feedback episodes in their interviews.
3. The teachers' perception of the learners' private speech is discussed in the PhD thesis.
4. ‘Haiken shimashita’ is a humble form of ‘mimashita’ (I saw), and ‘haiken itashimashita’ is a more polite form of ‘haiken shimashita’.
5. In Excerpt 7, → does not indicate the teacher's private speech, because the volume of his utterances was not reduced.
