Going covert: Inner and private speech in language learning

Abstract

Roughly 30 years ago researchers in the second language acquisition (SLA) field started to take a focused interest in the study of inner speech (IS) and private speech (PS) processes in second language (L2) learning and use. The purpose of this review is to assess the status of current research and the progress made during the last ten years on the development and experience of covertly using a language other than the first. The review begins with a critical discussion of the challenges involved in defining and conceptualizing IS and PS. To conduct the search of relevant sources, a broad understanding of IS as 'silent speech for oneself' and PS as 'externalized speech for oneself' was adopted. After a brief synopsis of past research on L2 IS and PS, recent (2005-2015) work is discussed both from a generic-language stance and an L2, bilingual, and multilingual perspective. The review then takes a critical look at the difficult methodological issue of data collection on IS and PS, highlighting strengths and limitations in recent research. Pedagogical implications derived from the research reviewed and suggestions for future studies are discussed.

Investigating Sociocognitive Functions of Mother Tongue in a Postgraduate EFL Classroom in Pakistan

“…degree of daily use or confidence in using a language). Also, given the fact that the class discussion in the present study was mainly content-based rather than language oriented, most of the instances of PS reported were not directly related to linguistic or metalinguistic issues, including translating the text or vocabulary or grammar practice (Guerrero, 2018). The functions of PS in the current study categorically differed from the functions highlighted in previous research.…”

“…For instance, research has shown that MT helps learners to understand instructions and explain content; facilitates comprehension and production of SL/FL; and, promotes collaborative talk (Guerrero, 2018;Ma, 2016). For instance, Varshney and Rolin-Lanziti's (2006) study investigating the functions of MT of the first year students learning L2 (i.e.…”

“…Private speech is defined as, 'audibly or sub-vocally articulated speech directed to oneself, sometimes referred to as egocentric speech' (Guerrero, 2018, p. 2). Inner speech, on the other hand, is defined as the silent, inaudible self-directed speech, also referred to as inner voice (Guerrero, 2018). According to Wertsch (1985), private speech is an intermediary stage in transition from external to inner speech (p. 111).…”

The Role of Self‐Talk in Downgrading a Teacher’s Certainty About Grammar Matters

“…It is considered to be an important cognitive resource that “regulate[s] the mental activity of the individual in the execution of a cognitive or physical task” (Lantolf & Thorne, 2006, p. 76). Findings have shown that individuals use private speech to mediate their learning; they use it while problem solving, memorizing, or internalizing a difficult concept, with its use becoming more frequent as the cognitive demands of the task increase (e.g., de Guerrero, 2018; Jiménez‐Jimenéz, 2015; McCafferty, 1992; see Swain & Watanabe, 2013, on the related concept of languaging ).…”

Factors Impacting Collocation Recognition and Controlled Production by ESL Speakers

“…Wang and Shih 35 (2011) used a self-report method, whereby participants were prompted to focus on and analyze their inner speech; however, as a measurement tool, self-report has a certain subjectivity. Despite the obvious limitations of self-report methods, Guerrero (2018) suggests that self-questionnaires and introspective verbalization of thinking might still provide useful insights regarding language learning and production, especially when combined with other research strategies that are focused on the participants' personal opinion and perception.…”