MLS$-$EDUCATIONAL$RESEARCH$
h p://mlsjou nals.com/Educa ional-Resea ch-Jou nal8
ISSN:!2603-5820%
Cómo ci a es e a ículo:
Ga cía, F. L., Mo ales-Cabezas, J., & López-Sako, N. I. (2020). Speed eading and inne speech: wha e bal epo s
sugges . MLS Educa ional Resea ch, 4 (2), 54-68. doi: 10.29314/mlse . 4i2.363
SPEED READING AND INNER SPEECH: WHAT VERBAL
REPORTS SUGGEST
F ancy Lo ena Ga cía
Uni e sidad del Cauca (Colombia)
[email p o ec ed]
Je ónimo Mo ales-Cabezas
Uni e sidad de G anada (España)
[email p o ec ed] · h ps://o cid.o g/0000-0002-3446-620X
Nobuo Ignacio Lopez-Sako
Uni e sidad de G anada (España)
[email p o ec ed] · h ps://o cid.o g/0000-0002-0347-1751
Abs ac . As we migh expe ience i while eading his abs ac , silen eading o en implies hea ing ou
“inne oice” and p onouncing wo ds inwa dly. Vygo sky de e mined ha his inne oice is he p oduc
o a p ocess called in e naliza ion in which people ans o m ex e nal speech in o in e nal exp ession. I
emains o be de e mined, howe e , how English lea ne s begin o use hei inne oice o in e nalize he
o eign language by using a se ies o speed eading ac i i ies. We implemen ed a cons uc i is -
in e p e a i e s udy o ind he p ima y uses o he inne oice in he in e naliza ion o English h ough
o eign language ex s. We ca ied ou he s udy in a public uni e si y o Popayán (Colombia) in a
beginne s’ class comp ising 17 s uden s o English as a o eign language. We ga he ed da a h ough e bal
epo s and a s imula ed ecall echnique. This s udy sugges s ha beginne s uden s use hei in e nal
speech mainly o sub ocalize, ocalize, epea , and ansla e wha hey ead. The s udy also sugges s ha
s uden s use hei in e nal oice o make associa ions wi h isual images as s uden s’ eading skills de elop.
Fu he esea ch migh explain how speed eading con ibu es o he use o inne speech o make
associa ions wi h images.
Keywo ds: Fluency, Fo eign Language, Inne Speech, Speed Reading
LECTURA RÁPIDA Y HABLA INTERNA: LO QUE LOS
REPORTES VERBALES SUGIEREN
Resumen. Como podemos expe imen a mien as leemos es e esumen, la lec u a silenciosa a menudo
implica escucha nues a “ oz in e io ” y p onuncia palab as men almen e. Vygo sky de e minó que es a
oz in e io es el p oduc o de un p oceso llamado in e nalización en el que el habla ex e na se ans o ma
en habla in e na. Sin emba go, queda po de e mina cómo los es udian es de inglés comienzan a usa su
oz in e io pa a in e naliza es e idioma median e una se ie de lec u as ápidas. Implemen amos un es udio
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(2020) MLSER, 4(2), 54-68
Speed eading and inne speech: wha e bal epo s sugges
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(2020) MLSER, 4(2), 54-68
de ipo cons uc i is a-in e p e a i o pa a de e mina los usos iniciales de la oz in e io en la
in e nalización del inglés a a és de la lec u a de ex os esc i os en lengua ex anje a. El es udio se lle ó a
cabo en una uni e sidad pública de Popayán (Colombia) en una clase de 17 es udian es de inglés como
lengua ex anje a. Se ecopila on da os a a és de in o mes e bales y una écnica de ecue do es imulado.
Es e es udio sugie e que los es udian es p incipian es usan su habla in e na p incipalmen e pa a
sub ocaliza , ocaliza , epe i y aduci men almen e lo que leen. El es udio ambién sugie e que los
es udian es usan el habla in e na pa a hace asociaciones con imágenes isuales a medida que su habilidad
lec o a se desa olla. In es igaciones adicionales pod ían explica cómo la lec u a ápida con ibuye al uso
del habla in e na pa a hace asociaciones con imágenes isuales.
Palab as cla e: Fluidez, Habla in e na, Lec u a ápida, Lengua ex anje a.
In oduc ion
We all hea “some o m o in e nal, sel -di ec ed inaudible speech” in ou head,
commonly called inne speech (Gue e o, 2017, p. 2). Inne speech, o speech o onesel
(Vygo sky, 1987), occupies a leas one qua e o people’s conscious waking li e (U l,
Mo in, Faulds, Hall, & Wilson, 2012), is cen al o p ocesses such as sel egula ion,
memo y and p oblem sol ing (Mo in, U l & Hampe , 2011), and is in ol ed in eading
(Pe one-Be olo i e al., 2012). Acco ding o Pe one-Be olo i e al. (2012), when we
lea n o ead in ou i s language (L1), we lea n o associa e w i en symbols wi h spoken
sounds; a e much aining, ha associa ion occu s e o lessly and we can ead silen ly.
In ospec ion s udies sugges ha a e lea ning o ead luen ly, we con inue o p onounce
w i en ex s inwa dly when eading (Jäncke & Shah, 2004).
F om he sociocul u al heo y pe spec i e, child en de elop hei na i e language
inne speech as hey apply social o ms o communica ion o hei hinking p ocesses.
T ans o ming ex e nal discou se in o an inwa d exp ession is known as in e naliza ion.
Acco ding o Fe nyhough (2004), people ca y ou he in e naliza ion p ocess o a
language in a ou -le el p ocess. A le el 1, people use social speech in dialogues. A
le el 2, child en and some imes adul s conduc hese dialogues in hei o e , p i a e
speech; hey speak aloud o hemsel es. A le el 3, people ully in e nalize p i a e speech
and expe ience i as alking silen ly o hemsel es (expanded inne speech). A le el 4,
he syn ac ic and seman ic ans o ma ions o in e naliza ion ensu e ha he in e nal
exp ession keeps ew i any o he cha ac e is ics o he ex e nal language (condensed
inne speech) (Fe nyhough, 2004, p. 55).
Fo eign language speake s, as well as na i e speake s, de elop hei L2 inne
speech h ough he in e naliza ion o L2 social language. Resea ch has shown ha low-
p o icien L2 lea ne s in e nalize an L2 language by using an inne speech which is much
mo e ocused on speci ic unc ions such as men al epe i ion, imi a ion, ecalling o
wo ds, ehea sal o un amilia ocabula y, and p epa a ion o u u e o al e en s
(Gue e o, 2004). Ad anced L2 lea ne s de elop an inne speech as complex as ha o
na i e speake s; hey use hei L2 inne oice in men al ope a ions such as planning,
guiding ac ion, decision making, and p oblem-sol ing (Gue e o 1994, 1999; La sen e
al., 2002; Pa lenko & Lan ol 2000; see Gue e o, 2004).
Despi e hese indings abou inne speech and o eign language lea ne s, he e is
li le esea ch ela ed o inne speech and he silen eading o L2 ex s. Howe e , some
s udies, mos o hem using e bal epo s, ha e sugges ed ha inne speech plays an
ins umen al ole in eading L2 ex s (Sokolo , 1972; Up on & Lee-Thompson, 2001),
has some common uses when L2 language lea ne s ead (Gue e o, 2004), could be
expanded o condensed acco ding o ex di icul y (Eh ich, 2006), and beginne s and
ad anced L2 lea ne s ac i a e i when eading (Ka o, 2009). In spi e o his esea ch, no
Ga cía, F. L., Mo ales-Cabezas, J., & López-Sako, N. I.
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s udy has looked a inne speech and he eading p ocess o suppo o ques ion he
equen uses o inne speech o he in e nal oice –condensed o expanded– ha s uden s
expe ience when hey ead o eign language ex s. Besides, he use o inne speech du ing
he silen eading o L2 ex s in a se ies o speed eading –also e e ed o as imed
eading– ac i i ies has no been explo ed ye .
Timed eading is a widely used luency de elopmen ac i i y o eading
(Macalis e , 2008). In speed eading, eache s use he imed eading o se e al passages
o he same le el and di e en opics ha ha e con olled leng h and ocabula y. The
passages also ha e a amilia con en , opic-based o ganiza ion, e y ew unknown wo ds,
and he same ocabula y and g amma ical cons uc ions equen ly occu ing o enhance
au oma iza ion o wo d ecogni ion and allow s uden s o di ec hei a en ion o meaning
a he han o decoding. Speed eading has been a echnique ha has p o ed e ec i e in
helping L2 s uden s o inc ease hei speed a e, one o he mos c i ical dimensions o
eading luency (e.g., Chang, 2010; Chung & Na ion, 2006; Macalis e , 2008; Na ion &
T an, 2014; T an, 2012). Rega dless o hese posi i e esul s, i is no clea how s uden s
use hei inne speech o in e nalize a w i en o eign language and e en ually become
luen eade s h ough a se ies o speed eading ac i i ies.
This s udy aims o p esen a snapsho o he ini ial s ages o L2 in e naliza ion
p ocess by answe ing he ollowing ques ion: wha a e he mos common uses o inne
speech epo ed by beginne s uden s while and a e doing he speed eading ac i i y?
We belie e ha he mos common applica ions o he in e nal oice while and a e he
speed eading ac i i y will p o ide some in o ma ion abou he ini ial s ages o an L2
in e naliza ion p ocess. Unde s anding he in e naliza ion p ocess o a language is i al
since lea ning an L2 is essen ially in e nalizing an L2 ex e nal speech as L2 inne speech
(Lan ol , 2003).
In he ollowing sec ions, we p esen he esea ch me hod o his s udy, oge he
wi h he indings ob ained om he e bal epo s. Then, a discussion sec ion, and he
conclusion o he esea ch will be displayed.
Me hod
This s udy aimed o de e mine o mos common uses o L2 inne speech while and
a e doing a se ies o speed eading ac i i ies.
Design
We amed he s udy in o he quali a i e pa adigm which allows esea che s o
highligh he p ocess o in e naliza ion o English om he pe spec i e o s uden s while
ocusing on he na u al en i onmen o he class oom. In addi ion, he s udy emb aces
Vygo skian sociocul u al heo y, which is a sys em o ideas ha assumes he mind as
being socially media ed (Gue e o, 2004). We concei ed he design om a mixed
iewpoin , implemen ing a cons uc i is and in e p e a i e app oach, and including
iangula ion.
Pa icipan s
The g oup chosen o he s udy was he i s English le el comp ising 23 lea ne s
be ween 18 and 23 yea s old s udying a a public uni e si y. Teache s designed he i s
English cou se o p o ide s uden s wi h p ac ice in he ou s ands p oposed by Na ion’s
and Macalis e ’s (2010) cu iculum design model. The i s s and is meaning- ocused
inpu ; in his s and, s uden s lea n h ough lis ening and eading ac i i ies. The second
s and is language- ocused lea ning, which implies he delibe a e s udy o p onuncia ion,
Speed eading and inne speech: wha e bal epo s sugges
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spelling, ocabula y, and g amma . The hi d s and is meaning- ocused ou pu , which
includes lea ning h ough speaking and w i ing ac i i ies, paying pa icula a en ion o
he message. The las s and is luency de elopmen which is a meaning- ocused s and
aimed o help s uden s ecei e and con ey messages a a as e han usual speed h ough
ac i i ies like speed eading, en-minu es w i ing, lis ening o s o ies, and easy ex ensi e
eading.
Al hough eache s planned he cou se o s uden s who ha e a e y elemen a y
English p o iciency le el, we adminis e ed he Quick Placemen Tes designed by Ox o d
in he i s class o de e mine he le el o English p o iciency ha s uden s had a he
ini ial s ages o he cou se. The es has 60 ques ions di ided in o wo pa s. The
pa icipan s ook he i s pa o he pape -and-pen es con aining 40 ques ions ha es
mainly eading skill, ocabula y and g amma . The esul s showed ha 69,56% o he
s uden s had an elemen a y English p o iciency (equi alen o A2 le el o he Eu opean
F amewo k), 17,40% o he s uden s had a lowe in e media e le el o language
compe ence (B1), and 13,04% had a beginne p o iciency le el (A1). Since mos o he
s uden s (A1+A2=82,6%) had li le command o he English language, we chose his
cou se o he s udy because o he possibili y o ge ing in o ma ion om s uden s ha
we e a he ini ial s ages o hei L2 in e naliza ion p ocess and needed o de elop hei
eading skill. F om he 23 s uden s ha s a ed he cou se, we ook in o accoun only 17
s uden s as pa icipan s o he s udy because mos o he s uden s ha had a lowe
in e media e le el (B1) ook ano he es o ul ill hei L2 p o iciency equi emen and
d opped he cou se. Consequen ly, 17 s uden s who sen hei weekly dia y en ies and
ga e hei olun a y consen we e conside ed pa icipan s in he s udy.
Da a Collec ion
1. Dai ies. Dia ies and s imula ed ecall echnique we e used o ind ou wha
s uden s could say abou hei inne speech in a se ies o speed eading ac i i ies. The
eache - esea che in he s udy asked s uden s o keep a jou nal in which hey desc ibed
any men al language ha occu ed while eading. The dia y had a o ma ha ollowed a
“line o in es iga ion speci ied by he esea che ” (McDonough & McDonough, 2014, p.
124). Thus, he eache - esea che ga e di ec ions on how o keep a dia y aking in o
accoun he guidance o e ed by Cu is and Bailey (2009) who sugges ha dia y da a
mus con ain ac ual eco ds and in e p e a ions, e idence o s a emen s, de ail
ch onological o de o en ies, a summa y o he class in o ma ion, i s language use, and
easonable ime limi s o making dia y en ies.
In line wi h Gue e o’s (2004) esea ch, he di ec ions on how o keep a dia y
p esen ed he ollowing de ini ion o inne speech: “Inne speech is any language in
English ha occu s in you mind and ha is no spoken. Inne speech may include sounds,
wo ds, ph ases, sen ences, dialogues, and e en con e sa ions in English” (p. 93). The
di ec ions eques ed s uden s o w i e in he dia y a he end o each imed eading ac i i y.
The eache - esea che also asked s uden s o w i e abou any in e nal language in English
ha occu ed while hey we e doing whiche e ask ou side he class oom as equen ly
as hey wan ed. The aim o w i ing he en ies in class a e inishing he imed eading
ac i i y was o ob ain immedia e e ospec i e accoun s o he s uden s’ inne speech and
minimize he lapse o ime be ween he speed eading ac i i y and i s epo ing. The
pu pose o w i ing he en ies ou side he class oom was o examine o wha ex en he
speed eading ac i i y in luenced s uden s’ inne speech in hei L2 in e naliza ion
p ocess.
Ga cía, F. L., Mo ales-Cabezas, J., & López-Sako, N. I.
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Besides asking s uden s o w i e in hei dia ies in and ou side he class, we
eques ed s uden s o send hei dia y en ies once a week ia email. In o al, we used 102
en ies, since s uden s sen hei dia y en ies six imes du ing wo mon hs and a hal .
S uden s w o e hei en ies in Spanish –pa icipan s’ na i e language– and we checked
hem immedia ely he i s ime s uden s sen hei en ies o con i m he pa icipan s we e
ollowing he ins uc ions he eache - esea che ga e a he beginning o he cou se.
2. The s imula ed ecall echnique. Apa om he dia y, we used he s imula ed
ecalled me hod o cla i y in o ma ion o o eques explana ions abou con using
sen ences. Some au ho s such as Ryan and Gass (2012) ha e poin ed ou ha ecep i e
p ocesses, like eading, do no p o ide su icien ly ich da a o allow esea che s o
unde s and lea ne s’ concu en hough p ocess; hence, he s imula ed ecall echnique is
app op ia e o ill his gap. We ead all he en ies each week, and when we equi ed mo e
in o ma ion, he eache - esea che emailed pa icipan s o ask o a mo e expanded
epo . Below he e is an example, ansla ed om Spanish in o English, whe e we used
he s imula ed ecalled echnique.
Dia y en y:
Du ing he speed eading echnique, I used be ween he lines when a wo d
was no clea o me. I ansla ed he ex in my mind, and wha I did no
unde s and, I go an idea o wha I hough i mean . [The eache - esea che
emailed he s uden o cla i y wha “be ween he lines” mean and o mo e
in o ma ion abou “ he ansla ion in mind.”]
Resea che ’s email:
Hello,
Thank you o he in o ma ion abou you inne speech and o sending you
dia y en ies e e y week. I am w i ing his email because i s , I would like o
know wha you mean when you say “be ween he lines,” and second because
I would like o ha e mo e de ails abou you inne speech when you ansla e
he ex in you mind. Thanks a lo o you in o ma ion.
Pa icipan ’s eplay:
Du ing he Speed Reading echnique I use “be ween he lines,” ha is, I e-
ead wha is be o e and a e an unknown wo d o ge wha i could be i s
meaning. I ansla e pa s o he ex in my mind. Each ime, I unde s and
be e , and I need no ansla e e e y hing; I imagine wha he passage says. I
achie ed a ime o 2:30 and I go all he answe s igh in he eading
comp ehension exe cise.
The eache - esea che in o med s uden s abou ou need o collec da a abou he
in e nal speech p ocess while and a e he speed eading ac i i y, and hey we e willing
o submi hei in o ma ion o esea ch pu poses.
P ocedu e
The imed eading ac i i y las ed abou 12 minu es, and i was he i s ac i i y
s uden s pe o med a he beginning o e e y class. In each speed eading ac i i y, he
eache - esea che asked s uden s o look a a copy ha had a lis o possible unknown
wo ds ha hey would ind in he ex . The lis con ained some wo ds in English, hei
phone ic ansc ip ion (based on he In e na ional Phone ic Alphabe ), and hei Spanish
ansla ion. Then, he eache asked all s uden s o ead a he same ime. Once s uden s

Speed eading and inne speech: wha e bal epo s sugges
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inished eading, hey aised hei hands and looked up a he boa d o see he ime he
eache - esea che had w i en and was poin ing. S uden s w o e he ime, u ned o e he
ex , and s a ed answe ing he comp ehension ques ions on he back o he copy. A e
inishing hei eading ac i i y, he s uden s checked he answe s, looked a he eading
cha , and en e ed hei ime and hei comp ehension sco e on o he g aph. Nex , he
eache - esea che and he s uden s scanned he ex o unde s and i . As soon as he en i e
speed eading ac i i y inished, s uden s w o e hei e ospec i e accoun s abou he inne
speech hey expe ienced du ing he speed eading ac i i y. Finally, s uden s ansc ibed
hei en ies on o a wo d documen and sen i ia email o he eache - esea che e e y
weekend.
Taking in o accoun s uden s’ Quick Placemen Tes sco es and ou eaching
expe ience, he ma e ial used o he eading ac i i y was Reading o Speed and Fluency
by Na ion and Mala che (2007), Book 1. Book 1 has 300 wo ds long passages and is he
i s o a ou -book se ies c ea ed o indi idual o class oom use o p ac ice speed
eading. Book 1 con ains eigh hemes: animals, books, compu e s, music, places,
medicine, plan s, and lea ning. Each opic has i e passages ollowed by i e
comp ehension ques ions ha eade s mus answe .
Analysis o he Da a
We ca ied ou a con en analysis obse ing Gue e o’s (2004) analysis o da a
implemen ed in he esea ch. Gue e o (2004) conside ed he ollowing elemen s:
Fi s , he uni e se o con en , which e e s o all he in o ma ion he pa icipan s
o he s udy sen ia email. In his s udy, he uni e se o he con en included he
commen s o s uden s abou inne speech in he speed eading ac i i y. We ca ied ou
se e al eadings o de e mine which en ies applied o he uni e se o con en and o
de elop he c i e ia o iden i ying opics.
Second, Gue e o conside ed he uni o analysis, which in his s udy comp ised
any p oposi ion o s a emen abou inne speech in he speed eading ac i i y. In his s age,
we ca ied ou new eadings o gene a e in e nal speech ca ego ies. We used he
ca ego ies es ablished by Gue e o (2004) –concu en p ocessing o language being ead
and ecall o language ead p e iously– oge he wi h Eh ich’s (2006) Vygo skian
eading model as esou ces o consolida e he esul ing ca ego ies. We employed he QDA
Mine so wa e p og am and an ex e nal a e o comple e he codi ica ion p ocess and o
es ablish eliabili y.
Finally, Gue e o ook in o accoun c i e ia o iden i y hemes, which e e ed o
a se ies o ules o de ine he sui able opics in he s udy. We ook in o accoun he
ollowing ules: a heme conce ns inne speech which acco ding o Sokolo (1972, p. 1)
is “concealed e baliza ion” including sub ocal exp ession; a opic e e s o speci ic
occu ences o he in e nal oice du ing and a e he speed eading ac i i y; and a heme
could appea in s a emen s ha used wo ds like: I imagined, I hough , in my mind,
men ally, in e nally.
The i s ca ego y, called he concu en p ocessing o language being ead,
e e ed o he p ocesses o inne speech expe ienced in he speed eading ac i i y. This
ca ego y included epea ing wo ds silen ly o sub ocally, ying o unde s and language,
and making associa ions. S uden s used hei inne speech o epea language silen ly o
sub ocally and o y o unde s and he language when hey came o pa s o ex s hey
ound di icul .
Ga cía, F. L., Mo ales-Cabezas, J., & López-Sako, N. I.
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Below (Table 1) he e a e some examples o s uden s’ en ies ega ding hei inne
speech du ing he p ocessing o language being ead. (We ansla ed he examples om
Spanish in o English. The wo ds ha s uden s w o e in English a e in bold le e s and
enclosed in quo a ion ma ks).
Table 1
En ies examples o concu en p ocessing o language being ead
Repea ing
language
silen ly o
sub ocally
o ocalize
wo ds
In he speed eading ela ed o he bi ds, I could dis inguish a ew
wo ds, and men ally I epea ed and ansla ed hem. In he
sec ions whe e I ound unknown wo ds, I s opped o e- ead and
y o p onounce he wo ds men ally.
o hold language
in memo y
In he speed eading ac i i y, I imagined he scenes s ep by s ep.
When I didn’ know he wo ds, I ied o epea hem silen ly o
emembe hem and la e look o hem o y no o o ge hei
meanings.
o imi a e he
accen and he
p onuncia ion o
some wo ds
The e we e no unknown wo ds inside he ex . Howe e , a he
end o he speed eading, my classma es asked o he ansla ion
o some wo ds hey did no know. The eache w o e hem down
on he boa d and old us hei co ec p onuncia ion. I men ally
epea ed he p onuncia ion o he wo ds o lea n hem.
T ying o
unde s and he
language
by ansla ing
In he cou se o he eading, in my mind, I ansla ed, and
men ally I ied o p onounce he wo ds in he passage. I knew
mos o hem; howe e , he e we e some ha I did no know such
as “whole,” “lucky,” “wo h,” “sell,” al hough his did no
p e en me om ha ing a gene al idea o he eading.
by isola ing and
analyzing wo ds
Du ing he speed eading, I ied o emembe , memo ize, and
e ain he unknown wo ds, bu his caused pauses in eading and
delay in he ansla ion and in e p e a ion o he ex . When his
happened, I los in e es in eading because I did no unde s and
he comple e sen ences, so I had o deduce o belie e wha hey
mean .
by a emp ing o
ecall o
emembe he
meaning o a
wo d
In he beginning, I was eading and ansla ing bu when I ound
a new wo d o a wo d ha I did no emembe , I s opped o a
long ime o y o emembe his wo d, and when I did no know
i , I s uggled o in oduce i in he passage’s con ex o con inue
eading. I analyzed ha while I ied o emembe I o go some
ideas I had al eady ead.
Making
associa ions
wi h isual
images
Du ing he speed eading ac i i y, I did no need o ansla e he
ex inwa dly since i seemed e y simple. I ead as imagining
wha he au ho was ying o say wi hou ansla ing he ex . I
achie ed a ime o 2 minu es eading he passage and I go all he
answe s igh in he comp ehension exe cise.
wi h a conc e e
e e en
Du ing he speed eading ac i i y, I emembe ed some songs o
known ph ases which helped me wi h wo ds I did no ecognize.
The second ca ego y named ecall o language ead p e iously e e ed o he
wo ds o ph ases ha s uden s p ocessed du ing he speed eading ac i i y, bu ha hey
ecalled o emembe ed la e in o ou side he class oom. Al hough pa icipan s did no
epo his ca ego y e y much, p obably because s uden s w o e hei epo s ou side he
class, i is essen ial o men ion i o emphasize ha s uden s con inued in e nalizing
Speed eading and inne speech: wha e bal epo s sugges
61
(2020) MLSER, 4(2), 54-68
English e en a e he speed eading had al eady inished. S uden s epo ed expe iencing
sub ocal epe i ion, spon aneous ecall, and playback –“ he insis en hea ing o wo ds in
he mind” (Gue e o, 2004, p. 97). Pa icipan s also ecalled wo ds ead p e iously o y
ou knowledge and e lec on he language. Below (Table 2) he e a e some examples o
s uden s’ en ies ega ding he ecall o language al eady ead. (We ansla ed he
examples om Spanish in o English. The wo ds ha s uden s w o e in English a e in bold
le e s and enclosed in quo a ion ma ks).
Table 2
En ies examples o ecall o language ead p e iously
Sub ocal
epe i ion
On my way home, I e iewed and men ally p onounced he wo d “belong,” i was
he wo d ha I emembe ed om he speed eading; I epea ed i silen ly se e al
imes.
Re lec ing
Du ing yes e day’s eading “ ypes o animals”, I no iced se e al wo ds I did no
know, so I w o e hem down in my no ebook, o example: “bo h,” “enough,”
“g ound,” “ a away,” “belong,” among o he s. So hen I looked o hem in
“Google ansla o ,” I ound hei meaning, and I hea d he p onuncia ion. I
immedia ely ied o epea he wo ds being awa e o hei meaning in con ex .
Expe iencing
playback
Today, in he exe cise o “speed eading,” while I was eading he wo ds in English,
I was ying o isualize images wi h amilia wo ds. A e inishing eading, I
con inued hea ing a e y peculia wo d “ unks” whose meaning I didn' know, bu
a e a while, he eache old us how i was p onounced and also wha i mean , hen
I began o p onounce ha wo d inwa dly he way he eache old us.
Spon aneous
ecall
I was helping my sis e wi h some English homewo k, and hen I emembe ed a
wo d om he speed eading “al hough.” I emembe ed i s ansla ion “aunque,” I
p onounced i men ally; i was ha d o me “/aldoug/?”
T y ou
knowledge
On my way home, I e iewed and men ally p onounced he wo d “belong,” i was
he wo d ha I emembe ed om he speed eading; I epea ed i silen ly se e al
imes. I hough abou how o use i in a sen ence hen he ph ase “I belong o God”
came o mind, I emembe ed i because I had seen i in a Facebook s a us; I epea ed
i inwa dly many imes.
Resul s
We based he ollowing quan i a i e analysis on he mos common and less
p e alen uses o inne speech in he speed eading ac i i y a he ea ly s ages o L2
in e naliza ion. Howe e , i is c ucial o conside ha sel - epo s a e subjec i e, and
he e o e s uden s may ha e epo ed some and no all he inne speech expe ienced since
hey may ha e decided no o exp ess i o may no ha e been awa e o i . Table 3 below
shows he equencies he pa icipan s epo ed in his s udy and Table 4 p esen s he
anking o ca ego ies by equency o occu ence.
As we can be seen in Table 3, 93% o he ca ego ies e e ed o he use o inne
speech o concu en p ocessing o language being ead and only 7% we e abou he
ecall o language ead p e iously. In he concu en p ocessing o language being ead,
he i s sub-ca ego y ha showed mos signi ican p e alence was ying o unde s and
language (44%), ollowed by sub ocal o silen epe i ion (35%) and associa ing language
being ead (14%).
Ga cía, F. L., Mo ales-Cabezas, J., & López-Sako, N. I.
62
(2020) MLSER, 4(2), 54-68
Table 3
Ca ego ies o inne speech: equency o hemes by pa icipan s
In e nal speech
ca ego ies
Pa icipan s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
N.
%
1. Concu en p ocessing o language being ead
a
Sub ocal o
silen
epe i ion
5
1
3
1
2
5
1
1
4
8
2
2
35
b
T ying o
unde s and
5
2
1
3
4
6
3
2
2
3
5
4
1
3
44
c
Associa ing
language
2
2
1
1
3
1
2
2
14
Sub o al
10
5
5
3
2
8
4
2
9
3
2
3
4
9
12
5
7
93
93
2. Recall o language ead p e iously
a
Playback
1
1
b
Spon aneous
ecall o
wo ds
1
1
c
Sub ocal o
silen
epe i ion
1
1
2
d
Re lec ing;
ecapi ula ing
1
1
2
e
T ying ou FL
knowledge
1
1
Sub o al
0
1
1
3
0
0
0
1
0
0
1
0
0
0
0
0
0
7
7
Table 4 shows ha in he equency’s anking o inne speech occu ence in he
imed eading ac i i y, he concu en p ocessing o language being ead was he highes
equen ca ego y. Inside his ca ego y, ying o unde s and language - ansla ion had a
high numbe o occu ences (36) epo ed by a signi ican quan i y o pa icipan s (13).
O he wise, he leas ecu en ca ego y was he ecalling o language being ead. The
subca ego ies less equen ly men ioned by pa icipan s we e expe iencing playback,
spon aneous ecall, and ying ou knowledge.