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![Figure 1. [Vygotsky's Levels in the Process of Verbal Thinking]](profile/Tatiana-Akhutina/publication/271716288/figure/fig1/AS:379335354667008@1467452004964/Vygotskys-Levels-in-the-Process-of-Verbal-Thinking_Q320.jpg)
![Figure 2. [Structure of a Speech Act]](profile/Tatiana-Akhutina/publication/271716288/figure/fig2/AS:379335354667009@1467452004998/Structure-of-a-Speech-Act_Q320.jpg)
The author of this paper is one of the leading young investigators from the Luria school of neurolinguistics. She has studied and conducted extensive research both with Luria and with A. A. Leont'ev, a major figure in Soviet psycholinguistics. Her analysis of inner speech as a mechanism in speech production reveals the strong influence that L. S. V...
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Citations
... Such perception about productive silence goes well with scholarly views which praise the value of thoughtful, high-order silence. Akhutina (1978) highlights a Vygotskyan inner speech stage and suggests that one does not necessarily resort to talk to prove that proactive learning has happened; Dolya (2010) also recognizes the natural progression in which humans tend to advance from a social communication tool to internalized thinking tool. ...
This is a book which addresses the role of silence in language learning and raises the awareness of how silence can contribute positively to language acquisition. Based on research conducted into the nature of learner silence across various contexts, my key argument is that silence does not represent the absence of talk but can be a way of talking and learning. Another key feature of the book is that it makes use of resources beyond the inner circle of English to discuss second language learning, acquisition, and pedagogy. The book stimulates informed reflection on the roles played by learner silence, as well as by proposing a pedagogy which utilizes the potential of silence to facilitate language acquisition, especially in the use of silence for reflection, self-monitoring, and rehearsal of language use.
... Such perception about productive silence goes well with scholarly views which praise the value of thoughtful, high-order silence. Akhutina (1978) highlights a Vygotskyan inner speech stage and suggests that one does not necessarily resort to talk to prove that proactive learning has happened; Dolya (2010) also recognizes the natural progression in which humans tend to advance from a social communication tool to internalized thinking tool. ...
What is the state of that which is not spoken? This book presents empirical research related to the phenomenon of reticence in the second language classroom, connecting current knowledge and theoretical debates in language learning and acquisition.
Why do language learners remain silent or exhibit reticence? In what ways can silence in the language learning classroom be justified? To what extent should learners employ or modify silence? Do quiet learners work more effectively with quiet or verbal learners? Looking at evidence from Australia, China, Japan, Korea, and Vietnam, the book presents research data on many internal and external forces that influence the silent mode of learning in contemporary education. This work gives the reader a chance to reflect more profoundly on cultural ways of learning languages.
... Andrey Maidansky[29] showed in his review "Anton Yasnitsky and Renã van der Veer (eds.), Revisionist Revolution in Vygotsky Studies (Routledge, London, 2017)", that editors, when including Zavershneva's articles in the collection, deleted or changed passages that did not fit the revisionist ideology.3 This is a quote from a poem by Anna Akhmatova (1889-1966): "If only you knew what trash gives rise / To verse, without a tinge of shame". ...
In this article we analyze the shift in Vygotskian science from “archival revolution” to the revelatory “revisionist revolution”, which Yasnitsky and colleagues proclaimed in 2012. The aim of revisionist revolution supporters is a critical analysis of the scientific heritage of Vygotsky, Luria and their colleagues, and the demythologization of Vygotsky’s personality as well as the scientific contribution of his school. We analyze in detail a selected set of the papers within “revisionist” movement and describe their advantages and disadvantages, and further question the soundness of statements of these papers. We justify our disagreement with the exposed by revisionist papers undervaluation of the results of Luria’s Central Asian expeditions. We also refute the assumptions of Yasnitsky and his colleagues about the absence of documentary evidence demonstrating that the heritage and name of Vygotsky were under administrative prohibition
during the years of Stalinism, and provide corresponding documents. We conclude that ignorance of one group of facts, tendentious analysis of the other facts, and partiality in the discussion lead the researchers who work on “revisionist revolution” to misrepresent psychological science development.
... Other research revealing characteristics and functions of inner speech include: Steels' (2003) research which demonstrated that inner speech self-monitoring facilitates both effective outer speech and language acquisition as a result, for example of noticing and repairing comprehension failure and then acquiring those features used to achieve effective repair; Akhutina's (2003) research which demonstrates how inner speech progresses vague thought towards precise outer speech utterance. Bleser and Marshall's (2005) discovery that impaired and/or inhibited inner speech results in unsuccessful outer speech (a situation many L2 learners never recover from). ...
... They can do this via the social medium of classroom interactions with the teacher. During reflection time, students can savor their own inner speech that was present during and right after the story, and move the inner speech into thought and expressed speech (Akhutina, 2003). Vygotsky (1934Vygotsky ( /2012) emphasized the role of inner speech as an essential part of content language acquisition, generation of thought, and expressed meaning (Bodrova & Leong, 2007). ...
How can a teacher make learning vocabulary and academic content meaningful to students from diverse cultural backgrounds? The author shares strategies for incorporating dynamic participatory processes into the classroom.
... In Luria's opinion, this impairment is engendered by the breakdown of inner speech, which he, after Vygotsky (1987), considers a derivative of external speech, differing from it in structure and functions. According to this point of view, inner speech is directly tied to the abbreviation of a narrative into a general schema and the expansion of this schema into a full utterance (see more about Vygotsky's and Luria's notion of inner speech and its role in the construction of an utterance in Akhutina, 1975Akhutina, /2002Akhutina, , 2003a. ...
Background: Every qualified neuropsychologist knows about Luria’s contribution to neuropsychology and aphasiology in general, but many of them believe his ideas to be out of date.Aims: The purpose of this article is to investigate Alexander Luria’s methodology of classification of aphasias and to describe the forms of aphasias that he distinguished.Main contribution: The article shows that the classification of aphasias was based on a profound theoretical research performed by Luria together with the founder of cultural-historical psychology, Lev Vygotsky. Their theoretical views including systemic, dynamic, evolutionary, and socio-cultural approaches to the analysis of functioning and disintegration of higher mental functions are congenial to the contemporary cognitive neuroscience. The descriptions of Luria’s classic forms of aphasia are updated using more recent data from Russian aphasiologists. The article provides the comparison of Russian and Western classifications of aphasias.Conclusions: Understanding the main ideas of the Vygotskian–Lurian neuropsychology, and particularly of Luria’s classification of aphasias, may be useful for the contemporary cognitive neuroscience and for the rehabilitation of patients with aphasia.
... Si, como decíamos al principio, la mediación es inicialmente un proceso material externo y, con todo, ya plenamente psíquico, los operadores externos pertenecen ya de pleno derecho al sistema funcional, como señalaba Vygotski y recogíamos más arriba ("... será una consecuencia lógica el incorporar al sistema funcional formas simbólicas externas de actividad, como son la comunicación verbal, la lectura, la escritura, el cálculo o el dibujo", Vygotski y Luria, 1930/1984/2007. El diseño de mediaciones instrumentales de las funciones superiores (como dijimos más arriba, muy elaborado en la psicología histórico-cultural educativa y clínica, especialmente la rusa: Akhutina, 1975Akhutina, /2003del Río, 1990del Río, y 1991Galperin, 1978Galperin, , 1989Galperin, Zaporozhets y Elkonin, 1987;Obujova, 1977;Solovieva y Quintanar, 2001, Vénguer, 1983Zaporozhets, 1970;Zaporozhets et al., 1964; entre otros) apenas se ha desarrollado en los países occidentales como metodología educativa. En la perspectiva cognitiva, que implícitamente estaría emparentada, la orientación objetal ha solido circunscribirse a las etapas/niveles más formalizados, más simbolizados, del proceso de formación psicotécnica. ...
... Si, como decíamos al principio, la mediación es inicialmente un proceso material externo y, con todo, ya plenamente psíquico, los operadores externos pertenecen ya de pleno derecho al sistema funcional, como señalaba Vygotski y recogíamos más arriba ("... será una consecuencia lógica el incorporar al sistema funcional formas simbólicas externas de actividad, como son la comunicación verbal, la lectura, la escritura, el cálculo o el dibujo", Vygotski y Luria, 1930/1984/2007. El diseño de mediaciones instrumentales de las funciones superiores (como dijimos más arriba, muy elaborado en la psicología histórico-cultural educativa y clínica, especialmente la rusa: Akhutina, 1975Akhutina, /2003del Río, 1990del Río, y 1991Galperin, 1978Galperin, , 1989Galperin, Zaporozhets y Elkonin, 1987;Obujova, 1977;Solovieva y Quintanar, 2001, Vénguer, 1983Zaporozhets, 1970;Zaporozhets et al., 1964; entre otros) apenas se ha desarrollado en los países occidentales como metodología educativa. En la perspectiva cognitiva, que implícitamente estaría emparentada, la orientación objetal ha solido circunscribirse a las etapas/niveles más formalizados, más simbolizados, del proceso de formación psicotécnica. ...
Se repasan en este artículo las ideas convergentes en las tradiciones funcionalistas e histórico-cultural, cuya recuperación los autores consideran imprescindible para orientar adecuadamente la investigación y la actuación sobre el proceso educativo. Para ambas perspectivas, la actividad conjunta del organismo y el medio es constitutiva del desarrollo biológico y psíquico, por lo que el análisis y el diseño de la educación deben basarse en esa interrelación. Partiendo de este principio de interrelación se argumenta que algunos cambios en los sistemas y entornos de actividad pueden tener efectos negativos en el desarrollo del niño, por lo que se proponen algunos principios de los enfoques eco-funcional e histórico-cultural susceptibles de orientar la acción cultural y educativa en la sociedad actual. // This paper reviews convergent ideas in functional and cultural-historical traditions, whose recovery the authors consider essential to adequately direct research and action on educational processes. For these two perspectives, the joint activity of organism and environment is constituent of biological and psychic development, and therefore educational research and design should be based on this interrelation. Building on this principle of interrelation, it is argued that some changes in activity systems and environments may have negative effects in child development. In order to minimize these effects, some principles of eco-functionalist and cultural-historical approaches susceptible of guiding cultural and educational action in current society are proposed.
... VygotskyÕs schema for the generation of an utterance (cf. Akhutina, 1978) may provide us with a useful framework within which to deal with cultural features of metaphors as expressed in an external speech: ...
The idea of mediation of elementary mental functions by “psychological tools” or “signs” was introduced and formulated by Vygotsky. The main purpose of this paper is to review some of the important aspects of Vygotsky’s mediational/semiotic psychology as they relate to the concepts of signalling, signification, and culture. It has been suggested that as a matrix reflecting many aspects of life, culture “creates special forms of behavior, modifies the activity of mental functions and adds new stories to the developing system of human behavior.” Culture regulates behavior through generating some “models” which may be reflected in different modes of representations as folk models and metaphors.
The paradox of the ‘sayability’ of the unsayable is a characteristic trait of texts belonging to literature facing the extreme, especially camp literature. It determines its language problem and is part of its discourse as well as of the discourse of its interpreters. Bearing in mind the general idea of the unsayability, the authors who decided to spell it out reflect upon their language and its insufficiency for conveying what they want to tell. The concept of the unsayable includes that of unrepresentability on the one hand and that of incomprehensibility on the other. In other words, the paradox means that a negativity is deployed in a positivity of perceivable signs, in a plenitude of positive signs. What is at stake is the paradox itself, which I would like to study within its theoretical frame and its ‘dissolution’ in texts of the extreme.
Мета статті – розкрити роль та функції внутрішнього мовлення в комунікаційних процесах суб’єктів соціально й особистісно орієнтованого мовленнєвого спілкування; презентувати модель комунікативного акту, який доконується через внутрішнє мовлення адресантів та адресатів.
Методи дослідження. В описаному дослідженні використано нову техніку як комплекс методів: (а) систематичний огляд оригінальних завершених незалежних опублікованих наукових досліджень, виконаних у проблематиці внутрішнього мовлення суб’єктів комунікації; (б) системний аналіз вибраних літературних джерел із застосуванням кількох його різновидів; (в) порівняння та співставлення отриманих даних за виділеними критеріями; (г) метааналіз (об’єднання результатів кількох досліджень методами статистики для перевірки гіпотези); (д) дослідницький синтез (моніторинг різноманітності наукових пошуків, пояснення різних досліджень та їх узагальнення за виокремленими критеріями).
Результати. Запропоновано авторську методику дослідження означеної в назві статті проблеми. Установлено, що внутрішнє мовлення є смислоутворювальним компонентом генеративних процесів, які входять у комунікацію як її складові. Презентовано модель комунікативного процесу як двостороннього породжувального процесу, який містить експресивні й імпресивні мовленнєві компоненти і здійснюється за механізмами безпосереднього й опосередкованого прямого та зворотного зв’язку. Здійснене дослідження дозволило перевірити й підтримати висунуту гіпотезу і сформулювати правильне (на основі високого рівня узагальнення) наукове уявлення про смислоутворювальну роль внутрішнього мовлення в комунікації, про користь моделювання комунікативного процесу з урахуванням генеративного механізму для перевірки результатів та ідентифікації значущих для комунікації закономірностей функціонування внутрішнього мовлення, які випливають із багаточисельних розвідок, та для створення комунікаційних технологій і систем.
