Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studiesEdited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 197–216
Chapter 9Talking to self while writing
Second-language writers’ languaging processes and reflections
Yuko Watanabe | University of Toronto
Despite ample research on the positive
effects of languaging with peers, research on languaging
with oneself has received limited attention. Drawing on
sociocultural theory, I examine how second language (L2)
writers language with themselves while
composing, and how they perceive the role of languaging in
their L2 writing. Twenty university English language
learners wrote an essay individually. While writing, they
were encouraged to speak aloud to themselves but it was not
a requirement. The analyses of languaging, stimulated recall
and interview protocols showed that the learners used
languaging to facilitate their composing processes using
different verbal scaffolds. There were, however, individual
differences in the production of languaging and attitudes
towards languaging as a self-regulatory tool to mediate L2
writing.
Keywords: scaffolding, second language writing, speech-for-self, private speech, learner perspective
Article outline
- Introduction
- Background
- Method
- Procedure
- Analysis
- Findings
- Scaffolding episodes
- Attitude to languaging and its role
- Positive attitude towards languaging
- Neutral attitude towards languaging
- Negative attitude towards languaging
- Discovering the power of languaging
- Discussion
-
Acknowledgments -
Notes -
References
Published online: 14 August 2020
https://doi.org/10.1075/lllt.55.09wat
https://doi.org/10.1075/lllt.55.09wat
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