Vygotsky Inner Speech

Since language is our means of communicating cultural knowledge, it is extremely important in this theory. Vygotsky was particularly interested in the relationship between language and thinking processes; he believed language was crucial for cognitive development.

As a problem presents itself, children will verbally work through the steps to solve it. This ‘private speech’ is a vital part to cognitive development, according to Vygotsky. This private speech gradually progresses into thinking as children become more proficient. He was also a proponent for scaffolding which is a process in which a new task is given and direct instruction is given then gradually taken away as the child learns. Both psychologists believed that children learn and develop through action but in different ways; Piaget felt it was through personal, self action while Vygotsky felt is was through social interaction, internalization and vocalization. Vygotsky and Piaget realized that social factors play a part in cognitive development but in different ways; According Piaget, self processing within a child leads to social processing while Vygotsky felt the opposite- social processing leads to self processing. Lastly, both came to the conclusion that by internalizing information, children transform it into knowledge and mental growth.

Vygotsky also introduced his theory of internalisation, one of the main concepts that differentiated from that of Jean Piaget (Duchesne, S., & McMaugh, A. 2016. P.103). The theory of internalisation put forward by Vygotsky is an idea that suggests an individual is able to observe and internalise the ideas and processes of their surroundings as they partake in social interaction defined as, “new ways of thinking” (Duchesne, S., & McMaugh, A.,2016p.103). During social interaction the individuals thinking is successively transformed by interaction with others, similarly to the concept developed by Piaget, Vygotsky also characterised children as “active agents in their development”. (Duchesne, S., & McMaugh, A.,2016p.103). As explained by

The main reason that Boroditsky’s argument that language shapes our minds is valid is that the research she did with her teams covers a wide variety of aspects on this topic while still keeping her article cohesive. The first research Boroditsky introduces to her audience is the research on the Kuuk Thaayorre, which is an

13. Both Piaget and Vygotsky dealt with the topic of egocentric speech, but they had very different interpretations of it. Piaget called it selfish speech; Vygotsky called it private speech. What did each theorist mean, and what would each predict about the development of this kind of speech and about the young child’s ability to use speech and language pragmatically? Whose interpretation does the bulk of the evidence support? Give some examples.

our concepts, ideas, and feelings” (Hall 1997a, p. 1). He contends that “language is one of the

Language influences thought. The rule of linguistic relativity holds that the structure of a language influences the routes in which its speakers can conceptualize their reality, i.e. their view of reality. Famously known as the Sapir–Whorf theory, or Whorfianism, the standard is by and large comprehended as having two unique variants: (i) the solid form that language decides thought and that linguistic categories constrain and decide psychological classifications and (ii) the feeble rendition that phonetic classes and utilization impact thought and certain sorts of non-semantic conduct.

However, it can be argued with (Bruner 1964) that social interaction doesn’t explain all the complexities of language acquisition. Almost every day the language we hear is often incorrect, poorly defined, incomplete and full of hesitations, mispronunciations and other errors, and yet despite this we still learn to talk following the correct grammatical rules. Again this indicates the idea of Chomsky’s (1968) LAD model that children are born ‘hard-wired’ with the innate knowledge of linguistic rules and so these rules help the baby make estimations and presumptions about the language it is hearing. From these estimations and presumption the child can work out grammatical sets of rules and when more language is exposed to them, the more their language develops. Even within Chomsky’s (1968) LAD theory, undoubtedly he believed the role and promotion of the ‘nature’ aspect is the core foundation on which language can develop. But his theory also requires the role of nurture

Vygotsky first became interested in educational psychology and child development when he worked as a teacher in 1917 (Dahms et al., n.d.). During this time, he concluded that the use of social exchange, cultural context, and “mastering higher order” all contribute to a child’s development (Bruner, 1997). Vygotsky noticed that social exchange, which is the interaction with others, mediates and contributes to one’s speech as well as one’s cultural context (Bruner, 1997).

The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as Social Development Theory. Vygotsky 's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he believed

Justification of this critique was also provided by Vygotsky theory of development .Vygotsky (1929) believes that adults and child’s peers are involved in shaping cognitive development of the

Vygotsky believed that during the early stages of life as infants, language (nonconceptual speech) and thinking

The syllable and grammar for the second era are subject to be studied in commensuration with the phonology of the Arabic language in a multi-linguistic scenario of community. This is due to the fact that most of the communications at the regional level are oral by nature. Thus, the features of grammar and syllable cannot be ignored. It has been identified by Kahn (1976) that a mere hypothetical word “atkin” is not used and identified in English but without a syllable. The arrangements of the letters neither assumed later and former use of letters. But, there is a central place exists in few words; such as, “Caltex”. Because of this, such types of words are not found easily in the English literature because of the placement and arrangements of the letters in the word. The next matter of consideration is the segmental phonology rules; assimilation, length, neutralization, affrication, use of consonant and vowels. These rules are considered in alignment with the syllables of the word. A Syllable can use the segmental phonology rules; thus, the element of pharyngealization is observed rather than the use of other rules and practices. Moreover, the elements of rules are determined through the use of various functions; hence, there is obstruent exist in English which are the factors talk about the placement of the letter or the word. Lastly, the element of oral use and breaks of words is assumed as the innate centrifugal phenomenon of Arabic language in

His thinking was influenced by Piaget, and Vygotsky actively tried to initiate a dialogue with Piaget about certain points of disagreements” (Broderick & Blewitt, 2009, p.101). Vygotsky believed a child’s cognitive development was gained through the interaction of one’s culture, as well as language, which is what prompted his theoretical perception development known as Vygotsky’s Sociocultural Theory. “Vygotsky’s promising life was cut short in 1934, when he succumbed to an attack of tuberculosis. In Vygotsky, we have another example of a truly great mind whose ideas have inspired the work of many students of cognitive development” (Broderick & Blewitt, 2009, p.101).

Every language constitutes its own sound system, and this sound system is a very important aspect when learning or studying a language. Along with this sound system are the prosodic features of a language. This study is about the phonological system and the prosodic features of