Rethinking for Second Language Speaking

Abstract

Slobin’s (1996) thinking for speaking hypothesis has been recently adopted by second language researchers as a valuable lens from which to examine the complexities of possible conceptual restructuring during interlanguage development. This paper reviews a sample of studies analyzing the linguistic and conceptual patterns observed in second language learners while using their respective target languages. Discussions focus on issues central to second language acquisition and the understanding of interlanguage from a meaning perspective.