Cover not available
Part of
Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 1–16

Introduction

| Miyagi University of Education
| The University of Melbourne
Article outline
  • The theoretical underpinnings of languaging
  • Languaging in L2 learning
    • Collaborative dialogue
    • Self-directed talk
    • Written languaging
  • The contributions of this volume
  • References
Published online: 14 August 2020
DOI logo
https://doi.org/10.1075/lllt.55.int
References
Adams, R.
(2003) L2 output, reformulation, and noticing: Implications for IL development. Language Teaching Research, 7 (3), 347–376. DOI logoGoogle Scholar
Ahmed, M.
(1994) Speaking as cognitive regulation: A Vygotskian perspective on dialogic communication. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 157–172). Norwood, NJ: Ablex.Google Scholar
Ammar, A., & Hassan, R. M.
(2018) Talking it through: Collaborative dialogue and second language learning. Language Learning, 68 (1), 46–82. DOI logoGoogle Scholar
Antón, M., & DiCamilla, F.
(1998) Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54 (3), 314–342. DOI logoGoogle Scholar
Arievitch, I. M.
(2003) A potential for an integrated view of development and learning: Galperin’s contribution to sociocultural psychology. Mind, Culture, and Activity, 10 (4), 278–288. DOI logoGoogle Scholar
Arievitch, I. M., & Haenen, J. P.
(2005) Connecting sociocultural theory and educational practice: Galperin’s approach. Educational Psychologists, 40 (3), 155–165. DOI logoGoogle Scholar
Basterrechea, M., & Leeser, M. J.
(2019) Language-related episodes and learner proficiency during collaborative dialogue in CLIL. Language Awareness , 28 (2), 97-113. DOI logoGoogle Scholar
Berk, L.
(1992) Children’s private speech: An overview of theory and the status of research. In R. Diaz, & L. Berk (Eds.), Private speech: From social interaction to self-regulation (pp. 17–43). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Borer, L.
(2007) Depth of processing in private and social speech: Its role in the retention of word knowledge by adult EAP learners. Canadian Modern Language Review, 64 (2), 269–295. DOI logoGoogle Scholar
Centeno-Cortés, B.
(2003) Private speech in the second language classroom: Its role in internalization and its link to social production (Unpublished doctoral dissertation). The Pennsylvania State University.Google Scholar
Centeno-Cortés, B., & Jiménez Jiménez, A. F.
(2004) Problem-solving tasks in a foreign language: The importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14 (1), 7–35. DOI logoGoogle Scholar
Chi, M.
(2000) Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (pp. 161–238). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Chi, M., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R.
(1989) Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13 (2), 145–182. DOI logoGoogle Scholar
Chi, M., de Leeuw, N., Chiu, M. H., & LaVancher, C.
(1994) Eliciting self-explanations improves understanding. Cognitive Science, 18 , 439–477. DOI logoGoogle Scholar
Diaz, R. M., & Berk, L. E.
(Eds.) (1992) Private speech: From social interaction to self-regulation. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Diaz, R. M., Padilla, K. A. & Weathersby, E. K.
(1991) The effects of bilingualism on preschoolers’ private speech. Early Childhood Research Quarterly, 6 (3), 377–393. DOI logoGoogle Scholar
Dolitsky, M.
(2000) Codeswitching in a child’s monologues. Journal of Pragmatics, 32 (9), 1387–1403. DOI logoGoogle Scholar
Frawley, W., & Lantolf, J. P.
(1985) Second language discourse: A Vygotskyan perspective. Applied Linguistics, 6 (1), 19–44. DOI logoGoogle Scholar
Fukuta, J.
(2016) Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20, 321–340. DOI logoGoogle Scholar
Gal’perin, P. I.
(1969) Stages in the development of mental acts. In M. Cole & I. Maltzman (Eds.), A handbook of contemporary soviet psychology (pp. 248–273). New York, NY: Basic Books.Google Scholar
(1992) Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology, 30 (4), 60–80. DOI logoGoogle Scholar
García Mayo, M. d. P. & Imaz Agirre, A.
(2019) Task modality and pair formation method: Their impact on interaction and LREs among EFL primary school children. System, 80, 165–175. DOI logoGoogle Scholar
Guerrero, M. C.
(2018) Going covert: Inner and private speech in language learning. Language Teaching, 51 (1), 1–35. DOI logoGoogle Scholar
Imai, Y.
(2010) Emotions in SLA: New insights from collaborative learning in an EFL classroom. Modern Language Journal, 94 (2), 278–292. DOI logoGoogle Scholar
Ishikawa, M.
(2013) Examining the effect of written languaging: The role of metanotes as a mediator of second language learning. Language Awareness, 22 (3), 220–233. DOI logoGoogle Scholar
Ishikwa, M.
(2015) Metanotes (written languaging) in a translation task: Do L2 proficiency and task outcome matter? Innovation in Language Learning and Teaching, 9 (2), 115–129. DOI logoGoogle Scholar
Ishikawa, M., & Suzuki, W.
(2016) The effects of written languaging on learning the hyopothetical conditional in English. System, 58, 97–111. DOI logoGoogle Scholar
Jiménez-Jiménez, A.
(2015) Problem-solving activities in bilingual speakers. International Journal of Bilingualism, 19 (3), 259–281. DOI logoGoogle Scholar
Kaivanpanah, S., & Miri, M.
(2017) The effects of task type on the quality of resolving language-related episodes and vocabulary learning. TESOL Journal, 8 (4), 920–942. DOI logoGoogle Scholar
Lantolf, J. P.
(2006) Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition , 28 (1), 67-109. DOI logoGoogle Scholar
Lapkin, S., Swain, M., & Knouzi, I.
(2008) French as a second language university students learn the grammatical concept of voice: Study design, materials development, and pilot data. In J. P. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 228–255). London: Equinox.Google Scholar
Li, M., & Zhu, W.
(2017) Explaining dynamic interactions in wiki-based collaborative writing. Language Learning & Technology , 21 (1), 96–120. Retrieved from [URL]Google Scholar
Long, M.
(1996) The role of the linguistic environment in second language acquisition. In R. William & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar
Luria, A.
(1961) The role of speech in the regulation of normal and abnormal behavior. (J. Tizard (Ed.)). New York, NY: Liveright.Google Scholar
Masuda, K., & Iwasaki, N.
(2018) Pair-work dynamics: Stronger learners’ languaging engagement and learning outcomes for the Japanese polysemous particles ni/de. Language and Sociocultural Theory, 5 (1), 46–71. DOI logoGoogle Scholar
McCafferty, S. G.
(1992) The use of private speech by adult second language learners: A cross-cultural study. The Modern Language Journal, 76 (2), 179–189. DOI logoGoogle Scholar
McCafferty, S.
(1994) Adult second language learners’ use of private speech: A review of studies. Modern Language Journal, 78 (4), 421–436. DOI logoGoogle Scholar
Negueruela, E.
(2003) Systemic-theoretical instruction and L2 development: A sociocultural approaching to teaching-learning and researching L2 learning (Unpublished doctoral dissertation). The Pennsylvania State University.Google Scholar
(2008) Revolutionary pedagogies: Learning that leads (to) second language development. In J. P. Lantolf & M. E. Poenher (Eds.), Sociocultural theory and the teaching of second languages (pp. 189-227). London: Equinox.Google Scholar
Ohta, A. S.
(2001) Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates. DOI logoGoogle Scholar
Pease-Alvarez, L., & Winsler, A.
(1994) Cuando el maestro no habla Español: Children’s bilingual language practices in the classroom. TESOL Quarterly, 28 (3), 507–535. DOI logoGoogle Scholar
Rouhshad, A., & Storch, N.
(2016) A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning. Pedagogical potential and research agenda (pp. 267–289). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Shin, S-Y., Lidster, R., Sabraw, S., & Yeager, R.
(2015) The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research, 20 (3), 366-386. DOI logoGoogle Scholar
Smith, H. J.
(2007) The social and private worlds of speech: Speech for inter- and intramental activity. The Modern Language Journal, 91 (3), 341-356. DOI logoGoogle Scholar
Stafford, C. A.
(2013) What’s on your mind? How private speech mediates cognition during initial non-primary language learning. Applied Linguistics, 34 (2), 151–172. DOI logoGoogle Scholar
Storch, N.
(2008) Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17 (2), 95–114. DOI logoGoogle Scholar
(2013) Collaborative writing in L2 classrooms. Bristol: Multilingual Matters. DOI logoGoogle Scholar
Storch, N., & Wigglesworth, G.
(2007) Writing tasks: The effects of collaboration. In M. d. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 157–177). Clevedon: Multilingual Matters.Google Scholar
Suzuki, W.
(2012) Written languaging, direct correction, and second language writing revision. Language Learning, 62 (4), 1110–1133. DOI logoGoogle Scholar
(2017) The effect of quality of written languaging on second language learning. Writing & Pedagogy, 8 (3), 461–482. DOI logoGoogle Scholar
Swain, M.
(2006) Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar
(2010) Talking-it-through: Languaging as a source of learning. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 112–130). Oxford: Oxford University Press.Google Scholar
(2013) The inseparability of cognition and emotion in second language learning. Language Teaching, 46 (2), 195–207. DOI logoGoogle Scholar
Swain, M., Brooks, L., & Tocalli-Beller, A.
(2002) Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171–185. DOI logoGoogle Scholar
Swain, M., Kennear, P., & Steinnman, L.
(2015) Sociocultural theory in second language education: An introduction through narratives. Clevedon: Multilingual Matters. DOI logoGoogle Scholar
Swain, M., & Lapkin, S.
(1995) Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16 (3), 371–391. DOI logoGoogle Scholar
(1998) Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82 (3), 320–337. DOI logoGoogle Scholar
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
(2009) Languaging: University students learn the grammatical concept of voice in French. Modern Langauge Journal, 93 (1), 5–29. DOI logoGoogle Scholar
Swain, M., & Watanabe, Y.
(2020) Languaging: Collaborative dialogue as a source of second language learning. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 667–674). Hoboken, NJ: John Wiley & Sons.Google Scholar
Talyzina, N.
(1981) The psychology of learning. Moscow: Progress Press.Google Scholar
Villamil, O. S., & Guerrero, M. C. M.
(2019) Sociocultural theory: A framework for understanding the socio-cognitive dimensions of peer feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (2nd ed., pp. 23–44). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Vygotsky, L. S.
(1978) Mind in society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Trans.)). Cambridge, MA: Harvard University Press.Google Scholar
(1986) Thought and language. Cambridge, MA: The MIT Press.Google Scholar
(1997) The collected works of L. S. Vygotsky. Vol. 4. The history of the development of higher mental functions (M. Hall (Trans.); R. W. Rieber (Ed.)). New York, NY: Plenum Press.Google Scholar
Vygotsky, L. S., & Luria, A.
(1994) Tool and symbol in child development. In E. van der Veer, & J. Valsiner (Eds.), The Vygotsky reader (pp. 99–176). Oxford: Basil Blackwell.Google Scholar
Wang, L., & E. Hyun
(2009) A study of sociolinguistic characteristics of Taiwan children’s peer-talk in a Mandarin-English-speaking preschool. Journal of Early Childhood Research, 7 (1), 3–26. DOI logoGoogle Scholar
Wells, G.
(1998) Using L1 to master L2: A response to Antón and DiCamilla’s socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54 (3), 434–353. DOI logoGoogle Scholar
Wigglesworth, G., & Storch, N.
(2012) What role for collaboration in writing and writing feedback. Journal of Second Language Writing, 21 (4), 364–374. DOI logoGoogle Scholar
Winsler, A.
(2009) Still talking to ourselves after all these years: A review of current research on private speech. In A. Winsler, C. Fernyhough, & I. Montero (Eds.), Private speech, executive functioning, and the development of verbal self-regulation (pp. 3–41). New York, NY: Cambridge University Press.Google Scholar
Yoshida, R.
(2009) Learners in Japanese language classrooms: Overt and covert participation. London: Continuum.Google Scholar
Zeng, G.
(2017) Collaborative dialogue in synchronous computer-mediated communication and face-to-face communication. ReCAAL, 29 (3), 257–275. DOI logoGoogle Scholar
Cited by

Cited by 1 other publications

Sato, Masatoshi
2022. Mindsets and language-related problem-solving behaviors during interaction in the classroom. Innovation in Language Learning and Teaching 16:3 ► pp. 265 ff. DOI logo

This list is based on CrossRef data as of 9 march 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.