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• W2287374964 abstract "In recent years there has been a growing interest in notions such as on form, explicit learning, attention, noticing, in second language acquisition (SLA). Several theoretical and experimental studies have appeared that shed much light on the processes whereby learners concentrate on the forms of the language they are acquiring. However, these studies have been primarily concerned with adult learners, and very little is known to date about children's form-focussing (for a preliminary investigation see Huot 1995). A research area that may be relevant to fill this gap is that on learning strategies. Learning strategies have been variously defined; however, their core meaning is that of activities whose principal aim is to facilitate language acquisition. It can be argued that learning strategies are learners do when they focus their attention on linguistic forms with the aim of facilitating acquisition. Some studies have been carried out that deal with language learning strategies in school-age children (e.g. Chesterfield & Chesterfield 1985; Palmberg 1987; Wong-Fillmore 1976). This paper has the aim of looking at focus on form from the perspective of learning strategies: we will analyze a young child actually does when she seems to be directing her attention to the forms of the language she is acquiring. This approach to focus on form can be said to be inspired by Vygotskyan psychology under at least two respects: 1) it views mental processes as activities; 2) it uses private speech as an important window for studying these activities in young children. Why private speech? According to Vygotsky (1962), children initially use language in social interactions only, in order to others. Gradually, they begin to themselves by means of language, but still with overt verbalizations. This self-directed speech will eventually become fully internalized, producing adult inner speech, which is claimed to have a crucial role in our higher cognitive functioning. Turning to SLA, many of the learning strategies reported by subjects are based on some form of inner speech: repeating and rehearsing linguistic expressions, trying alternative combinations, monitoring one's utterances before actually producing them, planning and organizing (de Guerrero 1994; O'Malley & Chamot 1990). A crucial methodological problem in studies of learning strategies in adults and adolescents is that these strategies can never be directly observed, but they can only be reported through introspection. In this study we are going to look at children who still self-regulate through overt private speech, and this will give us some kind of direct access (that is, not introspection-mediated) to their learning strategies. Such an approach presents several advantages. First, learning strategies can be observed as they spontaneously occur in a naturalistic setting; that is, the external validity of the observation is much higher than in studies using questionnnaires or tightly controlled experimentation. Secondly, it is virtually the only possible way to investigate young children's use of form-focussed learning strategies: their meta-cognitive capacities are such that one cannot ask questions like what do you do to facilitate your learning?. One last methodological point needs to be addressed. If the private speech we are looking at is overtly produced, how can one tell it is really private, and not directed to someone else? Studies of child private speech generally specify several criteria whereby speech can be coded as private or social: the following are among the most often cited (from Rubin 1979, modified) ." @default.
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• W2287374964 title "What do Children Do when they Focus on Form" @default.
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