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In Search of Processes of Language Use in Foreign Language Didactics: 37 (Crossroads and Interfaces: Studies in Linguistics and Literature) - Hardcover
Book 2 of 8: Crossroads and Interfaces: Studies in Linguistics and Literature
Synopsis
The author addresses key questions of foreign language teaching: How does foreign language learning take place? What is the mechanism of foreign language use and learning? What are the sources of our understanding of these processes? What significance does our understanding have for foreign language teaching? The main argument is that, in order to deal with the complexity of language learning and meet the current demands for foreign language competency, we must employ the framework of an empirical, relatively autonomous discipline of Foreign Language Didactics, constituted as a «normal» science which strives to understand foreign language learning as its subject-matter. This constructivist psycholinguistic conception targets language learning processes in the real world, i.e. as language use in the context of verbal communication, i.e. comprehension and production in speech and writing. The processes are represented as taking place in the learner’s cognitive system for information processing in communicative interaction, a universal human phenomenon. This perspective leads to systematic options and strategies for the practical teaching of foreign languages with focus on English as a world language.
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About the Author
Maria Dakowska is a Professor of Applied Linguistics affiliated with the Institute of English Studies at the University of Warsaw (Poland). She works with EFL (English as a Foreign Language) teacher trainees, lectures, as well as conducts MA and PhD seminars on TEFL. Her academic interests range from Foreign Language Didactics as a scientific discipline to conceptions, current developments and strategies of teaching English as a foreign language. She has studied at universities in Britain, the US and Germany, authored six monographs and numerous articles in Poland and abroad.
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In search of processes of language use in foreign language didactics. Polish studies in English language and literature [Crossroads and Interfaces: Studies in Linguistics and Literature], vol. 37.
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Original hardcover, 22 cm. Condition: Wie neu. 370 pp., 1 b/w fig., 20 tables. A fresh, clean copy. - Summary: The author addresses key questions of foreign language teaching: How does foreign language learning take place? What is the mechanism of foreign language use and learning? What are the sources of our understanding of these processes? What significance does our understanding have for foreign language teaching? The main argument is that, in order to deal with the complexity of language learning and meet the current demands for foreign language competency, we must employ the framework of an empirical, relatively autonomous discipline of Foreign Language Didactics, constituted as a «normal» science which strives to understand foreign language learning as its subject-matter. This constructivist psycholinguistic conception targets language learning processes in the real world, i.e. as language use in the context of verbal communication, i.e. comprehension and production in speech and writing. The processes are represented as taking place in the learners cognitive system for information processing in communicative interaction, a universal human phenomenon. This perspective leads to systematic options and strategies for the practical teaching of foreign languages with focus on English as a world language. - Table of Contents: Introduction -- In a nutshell -- The purpose and its limits -- Some important conceptual distinctions -- The questions -- Chapter 1. Addressing the mystery of language learning and teaching: a retrospective sketch -- Introduction: colonizing the unknown territory -- 1.1. The pre-linguistic stage: grammar as the key to foreign language learning and its alternatives -- 1.1.1. Preoccupation with grammar -- 1.1.2. Alternatives to the Grammar-Translation Method -- 1.1.3. Characteristic features of the pre-linguistic stage -- 1.1.4. Contributions of Sweet, Jespersen and Palmer. The impact of phonetics -- 1.2. The linguistic stage: the role of the source disciplines in the mid-twentieth century -- 1.2.1. Approach, method, technique -- 1.2.2. The role of Transformational Generative Grammar -- 1.2.3. Selecting a descriptive linguistic model of language -- 1.2.4. Complicating the relationship of the field with the source disciplines -- 1.3. The present: mapping the territory -- 1.4. Toward autonomy -- 1.5. Concluding remarks -- Chapter 2. Targeting the relevant aspect of language: focus on language use -- Introduction: on the many facets of language -- 2.1. How to reduce the complexity of the problem? -- 2.2. The format of 'normal' academic disciplines as a source of orientation -- 2.2.1. Scientific activities as specialization of human cognitive processes -- 2.2.2. How can scientists communicate with the empirical reality? -- 2.2.3. On the interface between Foreign Language Didactics as an empirical discipline and the empirical reality -- 2.2.4. What informs a 'normal' academic discipline? -- 2.3. On the meaning of the adjective 'interdisciplinary' -- 2.4. Applications in a 'normal' academic discipline -- 2.5. The field of Foreign Language Didactics as a 'normal' academic discipline -- 2.5.1. Deriving models of language learning from language use -- 2.5.2. The human locus of foreign language use and learning -- 2.5.3. The learner as human information-processor -- 2.6. Advantages of regarding language use and learning as human information processing -- 2.7. The constructive contribution of the language learner to language use -- 2.8. Concluding remarks -- Chapter 3. Focus on the learner's cognitive equipment: the mechanism of human information processing (HIP) -- Introduction: the cognitive site of foreign language use -- 3.1. Distinctive properties of human cognitive functioning -- 3.2. Human information processing (HIP) -- 3.2.1. Hierarchies (subordinate and superordinate levels) in human cognitive functioning -- 3.2.2. The mechanism of human information processing including foreign language use -- 3.2.3. Perception: the interface between the subject and the environment -- 3.2.4. The role of perception in learning a foreign language -- 3.2.5. Attention -- 3.2.6. Attention versus working memory -- 3.2.7. Working memory and intentional behaviour -- 3.2.8. Memory -- 3.2.9. Memory representations requisite in language use and learning -- 3.3. Information structures and their types: cognitive schemata -- 3.4. Concepts in our mental lexicon -- 3.5. Procedural and declarative representations -- 3.5.1. Multiple coding and filing in language use and learning -- 3.6. Controlled, automatic and hybrid processing -- 3.7. Skill acquisition and expertise -- 3.7.1. Differences between experts and novices in the use of skills -- 3.8. The role of feedback in learning -- 3.9. Implications for understanding foreign language learning and teaching -- Chapter 4. Focus on the phenomenon of language use in verbal communication -- Introduction: the communicative structure of language use -- 4.1. Information, signals, signs and symbols in verbal communication -- 4.2. Verbal communication as a human cognitive activity -- 4.2.1. Alignment in verbal communication -- 4.3. Interpersonal communication as a relationship -- 4.4. Verbal communication in the developmental perspective -- 4.5. The centrality of meaning in verbal communication -- 4.6. Ties between verbal communication and culture -- 4.7. Verbal communication as human operations in time and space -- 4.8. The nature of verbal communication -- 4.8.1. Constituents of verbal communication -- 4.8.2. Constructing communicative intention -- 4.8.3. Targeting the message at the addressee -- 4.8.4. Encoding the communicative intention into the verbal message -- 4.8.5. Reconstructing the communicative intention by the addressee -- 4.9. Knowledge, skill and discourse as a cycle in language use -- 4.10. Language as the code of communication -- 4.11. Implications for understanding foreign language learning and teaching -- Chapter 5. Focus on comprehension and production in speech and writing with potential. Seller Inventory # 1075600
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Hardback. Condition: New. The author addresses key questions of foreign language teaching: How does foreign language learning take place? What is the mechanism of foreign language use and learning? What are the sources of our understanding of these processes? What significance does our understanding have for foreign language teaching? The main argument is that, in order to deal with the complexity of language learning and meet the current demands for foreign language competency, we must employ the framework of an empirical, relatively autonomous discipline of Foreign Language Didactics, constituted as a «normal» science which strives to understand foreign language learning as its subject-matter. This constructivist psycholinguistic conception targets language learning processes in the real world, i.e. as language use in the context of verbal communication, i.e. comprehension and production in speech and writing. The processes are represented as taking place in the learner's cognitive system for information processing in communicative interaction, a universal human phenomenon. This perspective leads to systematic options and strategies for the practical teaching of foreign languages with focus on English as a world language. Seller Inventory # LU-9783631657904
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Condition: New. The author addresses key questions of foreign language teaching: How does foreign language learning take place? What is the mechanism of foreign language use and learning? What are the sources of our understanding of these processes? What significance does our understanding have for foreign language teaching? Series: Polish Studies in English Language & Literature. Num Pages: 370 pages. BIC Classification: CBX; CFD; CJA; DSB. Category: (P) Professional & Vocational. Dimension: 159 x 216 x 27. Weight in Grams: 562. . 2014. New ed. Hardback. . . . . Seller Inventory # V9783631657904
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