PRIVATE SPEECH IN TEACHER-LEARNER INTERACTIONS IN AN EFL CONTEXT: A SOCIOCULTURAL PERSPECTIVE

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

GHEISARI NOUZAR

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH Year:2017 | Volume:5 | Issue:2 Page(s): 53-74

Download Full-Text

Persian Verion

View:

509

Download:

324

Cites:

Information Journal Paper

Title

PRIVATE SPEECH IN TEACHER-LEARNER INTERACTIONS IN AN EFL CONTEXT: A SOCIOCULTURAL PERSPECTIVE

Author(s)

GHEISARI NOUZAR | Issue Writer Certificate

Keywords

COGNITIVE REGULATION

PRIVATE SPEECH

SOCIO-CULTURAL THEORY

TEACHER-LEARNER INTERACTIONS

Abstract

Theoretically framed within Vygotskyan sociocultural theory (SCT) of mind, the present study investigated resurfacing of PRIVATE SPEECH markers by Iranian elementary female EFL learners in TEACHER-LEARNER INTERACTIONS. To this end, an elementary EFL class including 12 female learners and a same-sex teacher were selected as the participants of the study. As for the data, six 30-minute reading comprehension tasks with the interval of every two weeks were videotaped, while each participant was provided with a sensitive MP3 player to keep track of very low PRIVATE SPEECH markers. Instances of externalized PRIVATE SPEECH markers were coded and reports were generated for the patterns of PRIVATE SPEECH markers regarding their form and content. While a high number of literal translation, metalanguage, and switching to L1 mid-utterance were reported, the generated number of such private markers as self-directed questions, reading aloud, reviewing, and self-explanations in L2 was comparatively less which could be due to low L2 proficiency of the learners. The findings of the study, besides highlighting the importance of paying more attention to PRIVATE SPEECH as a mediating tool in COGNITIVE REGULATION of learners in doing tasks in L2, suggest that teachers’ type of classroom practice is effective in production of PRIVATE SPEECH. Pedagogically speaking, the results suggest that instead of seeing L1 PRIVATE SPEECH markers as detrimental to L2 learning, they should be seen as signs of COGNITIVE REGULATION when facing challenging tasks.

Cites

No record.

References

No record.

Cite

APA: Copy

GHEISARI, NOUZAR. (2017). PRIVATE SPEECH IN TEACHER-LEARNER INTERACTIONS IN AN EFL CONTEXT: A SOCIOCULTURAL PERSPECTIVE. IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH, 5(2 ), 53-74. SID. https://sid.ir/paper/266133/en

Vancouver: Copy

GHEISARI NOUZAR. PRIVATE SPEECH IN TEACHER-LEARNER INTERACTIONS IN AN EFL CONTEXT: A SOCIOCULTURAL PERSPECTIVE. IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH[Internet]. 2017;5(2 ):53-74. Available from: https://sid.ir/paper/266133/en

IEEE: Copy

NOUZAR GHEISARI, “PRIVATE SPEECH IN TEACHER-LEARNER INTERACTIONS IN AN EFL CONTEXT: A SOCIOCULTURAL PERSPECTIVE,” IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH, vol. 5, no. 2 , pp. 53–74, 2017, [Online]. Available: https://sid.ir/paper/266133/en

Related Journal Papers