Speed reading and inner speech: what verbal reports suggest

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 54 (2020) MLSER, 4(2), 54-68 Speed eading and inne speech: wha e bal epo s sugges 55 (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. 56 (2020) MLSER, 4(2), 54-68 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 57 (2020) MLSER, 4(2), 54-68 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. 58 (2020) MLSER, 4(2), 54-68 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 59 (2020) MLSER, 4(2), 54-68 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. 60 (2020) MLSER, 4(2), 54-68 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.