附註:Includes bibliographical references (pages 272-281) and index.
From social tool to cognitive resource: foreign language development as a process of dynamic internalization -- The learner and the social/interactive environment -- SLA as process -- Functional systems and SLA -- Interactional routines and language acquisition -- The role of interactional routines in adult L2 acquisition contexts -- Language acquisition as assisted performance -- Language acquisition as a process of internalizing social interaction -- The role of private speech in internalization -- Definitions of private speech -- Functions of private speech -- Development of inner speech -- Second language acquisition: a sociocognitive perspective -- The data -- The language program and pedagogical approach -- The learners -- The teachers -- Audio/video recording procedure -- Transcription of data -- Transcription conventions -- English translations of excerpts and examples -- Data analysis -- Overview of the book: a study of classroom language learning -- Private speech: a window on classroom foreign language acquisition -- The role of private speech in language acquisition: previous research -- L1 studies of the private speech of children -- Studies of the private speech of children learning a second language -- Studies of the adult L2 learner -- Private speech and regulation -- Studies of learning strategies that relate to L2 private speech -- The present study: private speech in the foreign language classroom -- The data -- Identifying private speech in the transcripts -- Results of analysis: frequency of private speech.
摘要:"This book explores second language learning through a study of seven adult learners enrolled in a year-long program of Japanese language instruction. The research, grounded in a learner-centered sociocognitive framework, examines interactions between learners, their peers, and teachers, as well as the private speech of individual learners." "This is the first study to examine the private speech of adult learners as they participate in their foreign language classes, careful transcription of data reveals how learners work with new language in private speech, rehearsing for later use in social interaction. By using private speech and social interactive data, the book provides a learner-centered perspective on corrective feedback, showing how learners respond to the contrasting utterances of teachers and peers. Finally, this study is the first to examine how interactional style develops within the walls of a foreign language classroom in the first year of language study. Results show learners to be highly sensitive to pragmatic information, and that learners can move toward an appropriate interactional style through classroom interactive experience."--Jacket.
