| This study investigates, from a sociocultural theoretic perspective, the use of Private Speech (PS) in the Spanish L2 classroom, with focus on its role in the internalization of the L2, and specially the link between PS and subsequent social speech production. The theoretical perspective that informs the study is the Vygotskian notion of PS as the necessary tool for the transformation of linguistic activity in the social plane into the psychological plane. Internalization is explained through Baldwin's notion of persistent imitation.;The data drawn from 3 adult learners of Spanish as L2 in a classroom setting included digital recordings, learner notebooks, interviews, recall protocols and direct observation. The data were collected from the same students over the course of two semesters in two different university settings: North America and Spain, when the students were on a Study Abroad Program.;The data show how the internalization of the L2 is coherent with Vygotsky's description for the L1. In order to link PS to subsequent social production, the data were scrutinized for samples of PS as well as for instances of social production that would include language features previously targeted in PS. The data show how PS helps the learners narrow their Zone of Proximal Development and eventually internalize the L2. The study uncovers evidence that links PS with social speech as was found in SavilleTroike's study (1988) on children. This work represents the first study with adult learners to make the connection.;Regarding the functions of Private Speech in the L2 classroom, six were identified: internalization, task-related, private rehearsal, affective, participatory, social. Because PS is most often multifunctional, these six functions are not independent, although a particular function may predominate at any given time. Therefore, the taxonomy must be seen as fluid.;The change of setting from North American to Spain allowed for the investigation of possible qualitative changes in the participants' Private Speech, as has been hypothesized by some researchers. In particular, the focus of attention was on the role played by the L1 and the L2 in the PS produced by the participants. No noteworthy change was found in this respect. |
