Neue Wege für Sprachunterricht und Ausbildung
Edited By Rolf Kreyer, Steffen Schaub and Barbara Ann Güldenring
Selbstadressiertes Sprechen junger (Fremd)Sprachenlerner: Stand der Forschung und mögliche Implikationen für die Praxis im fremdsprachlichen Klassenraum
It is a well-known fact that especially younger children frequently talk to themselves for no obvious communicative reason. However, the apparent absence of a specific purpose to this speech, which has, among other terms, been called “private speech”, “egocentric speech” and/or “self-addressed speech” (and which will be referred to as SAS in this text), has not prevented researchers from assigning it a central role in the development of higher order thinking. Moreover, not only cognitive scientists and developmental psychologists devoted their attention to this phenomenon, but there is also an increasing number of linguists and educationalists who realised that SAS might be relevant to their work. First, the study of SAS promises to yield insights into young as well as more mature learners‘ acquisition of language. Second, studies, e.g. by Saville-Troike (1988) and by Ohta (2001), suggest that SAS does not only accompany the acquisition of a first language, but that it can also be observed during the acquisition of additional languages and that it might thus be revelant for the study and for the promotion of language learning processes. In this text, I will present my ideas as to whether and, if so, in how far the study of SAS and the exploitation of the existence of this kind of speech can promote (foreign) language acquisition. I shall begin by summarising the state of the art in research into SAS with a particular view to its hypothesized role in (foreign) language acquisition. Then I...
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