Summary of "Assisting Learners in Orchestrating Their Inner Voice for L2 Learning" by Brian Tomlinson
Introduction
The article emphasizes the significance of the inner voice in L1 learning and its underutilization in L2 (second language) acquisition. The inner voice, used for self-dialogue and reflection, is essential for comprehending, producing, and internalizing language. Despite its importance in L1, L2 learners rarely employ their inner voice until they reach an advanced level, depriving themselves of an effective tool for language learning.
What is the Inner Voice?
The inner voice involves silent articulation and mental speech, distinct from private (externalized) speech. It serves functions such as rehearsing ideas, preparing for conversations, or problem-solving. Inner speech operates with a simplified grammar and vocabulary, characterized by ellipsis, vagueness, and efficiency. Unlike external speech, it is primarily egocentric and unmonitored, enabling flexibility and creativity.
Functions of the Inner Voice in L1 and L2
In L1:
Facilitates understanding, memory retention, and decision-making.
Enables self-regulation, planning, and emotional control.
Prepares for external speech by rehearsing ideas internally.
In L2:
Studies show learners initially use private speech for external purposes like memorization but transition to inner speech as proficiency grows.
Inner speech helps learners develop mental representations of language, plan outputs, and monitor their communication.
Why Encourage Inner Voice Use in L2?
Enhanced Learning Opportunities: Inner speech allows learners to practice without fear of judgment, reducing language anxiety.
Auto-Input: Using inner speech generates auto-input, facilitating language acquisition.
Cognitive Engagement: Thinking in the L2 fosters deeper cognitive processing.
Improved Readiness: Rehearsing with the inner voice prepares learners for external communication.
Confidence Building: Success in private rehearsal boosts self-esteem and motivation.
Suggestions to Encourage Learners’ Inner Voice Use
In-Class Strategies
Comprehension First: Avoid forcing premature L2 production. Instead, provide a silent period where learners focus on understanding through L1 or emerging L2 inner voice use.
Visual and Mental Tasks: Encourage learners to visualize scenarios and mentally narrate them, connecting personal experiences with language learning tasks.
Think-Time Allowance: Allow learners to reflect internally before responding to questions to promote inner speech rehearsal.
Text-Driven Approach:
Engage learners with affectively and cognitively engaging texts (instead of bland and empty ones).
Use readiness activities (e.g., visualizing personal experiences related to a text).
Facilitate post-reading tasks encouraging internalization and creative mental responses.
Dialogue and Role-Play:
Provide scenarios requiring learners to imagine characters' inner thoughts.
Introduce dialogues enhanced by imagined contexts, like relationships or emotions, to stimulate inner speech creativity.
Subvocalization: Promote subvocal repetition or rehearsal during reading to enhance retention and comprehension.
Engage with Extensive Reading:
Select materials with natural inner speech examples.
Encourage learners to visualize and mentally narrate as they read.
Out-of-Class Activities
Self-Narration:
Observe surroundings and mentally describe them in the L2, such as narrating a bus ride like a documentary.
Inner Conversations:
Imagine dialogues with fictional or real individuals in the L2.
Reflection and Rehearsal:
Set specific times or days for using L2 inner speech exclusively.
Prepare mentally for upcoming discussions or presentations by rehearsing ideas internally.
Inner Speech Diaries:
Maintain a journal noting moments of inner speech, its content, and its function.
Recreation and Sharing:
Discuss topics with peers, recreate the conversation using the inner voice, and compare recreations through written exchanges.
Visualization Integration
The inner voice frequently combines with visualization in L1 learning. Teachers can encourage L2 learners to pair mental imagery with inner speech for tasks like reading comprehension or scenario planning. Suggested activities include:
Story Visualization: Imagine and narrate new storylines based on prompts.
Role-Based Thinking: Visualize being in a scenario and articulate thoughts relevant to that role.
Mental Preparation for Writing/Speaking: Use visualization and inner speech to prepare before external production.
Conclusion
Inner voice development is crucial yet overlooked in L2 education. Teachers should raise learners' awareness about its benefits and incorporate targeted activities to nurture this skill. These practices can accelerate language acquisition, build confidence, and foster a deeper connection with the L2. The article calls on educators to explore and implement such strategies in their teaching practices.
Final Words
The text-driven and task-based approaches are featured prominently in Dr. Linh Phung's books and technology applications: Vietnamese Learning Activities (forthcoming), IELTS Speaking Part 2: Strategies, Model Speeches, and Practice Activities, and the Eduling Speak app. She's excited to share more ideas and creations at her workshop at the U.S. Embassy in Hanoi on December 20, 2024.
Full reference: Tomlinson, B. (2020). Assisting learners in orchestrating their inner voice for L2 learning. Language Teaching Research Quarterly, 19, 32–47.
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