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Using English Words /
Using English Words examines the impact that the life histories of people can have on their vocabulary. The book shows how discursive relations outside education position people through their vocabularies. Some are prepared for easy entry into life-long prospects of privilege and educational success...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Dordrecht :
Springer Netherlands,
1995.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 003 | OCoLC | ||
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| 008 | 121227s1995 ne o 000 0 eng | ||
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| 100 | 1 | |a Corson, David. | |
| 245 | 1 | 0 | |a Using English Words / |c by David Corson. |
| 260 | |a Dordrecht : |b Springer Netherlands, |c 1995. | ||
| 300 | |a 1 online resource (viii, 226 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 520 | |a Using English Words examines the impact that the life histories of people can have on their vocabulary. The book shows how discursive relations outside education position people through their vocabularies. Some are prepared for easy entry into life-long prospects of privilege and educational success, while others are denied entry. It argues that education fails to take account of the fact that many children's discursive relations, before and outside schools, are inconsistent with the kinds of lexicosemantic demands that present-day schools and their high-status culture of literacy place upon them: often unnecessarily. Partly as a result of this, many students - both native speakers and those whose second language is English - are almost guaranteed to fail in the middle levels of contemporary education before they have a chance to show that they can succeed. The book draws on theory and research from discursive psychology and the sociology of language, but this rigorous interdisciplinary study also integrates a wide range of international work from linguistics, psycholinguistics, foreign language studies, history, philosophy, anthropology, classics, first language education, and ESL/EFL education. | ||
| 505 | 0 | |a 1: The Place of Words in Discourse and in Education -- Discursive Psychology and the Discursive Mind -- Words in Education -- The Sociology of Language -- Words, the Sociology of Language, and Education -- Conclusion -- 2: A Multidisciplinary Review: Words, Culture, Education, and Society -- Insights from the Philosophy of Language -- Insights from Linguistics and from Studies of Literacy -- Insights from the Sociology of Language and Education -- Insights from Psychology and Cognitive Studies of Literacy -- Insights from Anthropology: Cultural Meaning Systems -- Insights from Language in Education -- Insights from Languages other than English -- Conclusion -- 3: The Historical Development of the Lexical Bar -- Before the Renaissance Period -- The Renaissance Period -- Into the Early Modern Period -- The Nineteenth Century -- A Modern Lexical Bar for English-Speaking Countries -- Conclusion -- 4: Factors Reinforcing the Bar in the Present Day -- Morphological and Phonological Factors -- The Formality and Pseudo-Prestige of G-L Words -- The Genuine Communicative Value of G-L Words -- Sociological and Intrapersonal Factors -- Conclusion -- 5: The Research Studies -- Measuring Instruments -- Research Contexts -- Research Findings: Passive Vocabulary -- Research Findings: Active Vocabulary -- Conclusion -- 6: Using Words in Educational Performance and for Sociocultural Reproduction -- Knowledge on Display -- Cultural Meaning Systems and the Lexical Bar -- High Status Cultural Capital, Formality, and Specialist G-L Words -- High Status Linguistic Capital and Sociocultural Reproduction -- Conclusion -- 7: Morphology and the Mental Lexicon -- Psycholinguistics and Discursive Psychology -- Seminal Studies of Morphology and the Mental Lexicon -- Orthographic Processing: Reading and Writing -- Phonological Processing: Speaking and Listening -- Evidence from Languages other than English -- Semantic Factors in Word Processing -- Experience in Word Learning and Use: Language Awareness -- Conclusion -- 8: Difficulty in Lexical Access: The Lexical Bar -- The Concrete-Abstract Continuum -- Low Imagery and Low Frequency -- Morphological Complexity -- The Role of Shape and Sound in Activating Words -- The Role of Meaning in Activating Words: Semantic Transparency -- Processing Difficulties: Patterns of Interference -- The Four Language Modes: Word Learning -- Conclusion: The Lexical Bar -- 9: Changing Practices: Further Research, Equity Matters, and Other Lexical Bars -- Words in English as a First Language -- Valuing Vocabulary Differences -- Words in English as a Second or Foreign Language -- Changing Practices: Oral Language and Literacy -- Equity Factors outside Language: Gender and Race -- Language Awareness and Learning Other Languages -- Are There Lexical Bars in Other Languages? -- Conclusion -- References. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Philosophy (General) | |
| 650 | 0 | |a Psycholinguistics. | |
| 650 | 6 | |a Psycholinguistique. | |
| 650 | 7 | |a psycholinguistics. |2 aat | |
| 650 | 7 | |a Psycholinguistics |2 fast | |
| 758 | |i has work: |a Using English Words (Text) |1 https://id.oclc.org/worldcat/entity/E39PCYkgkrVcjYXGTBD9J7tDRq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9780792337119 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=3103918 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL3103918 | ||
| 994 | |a 92 |b IZTAP | ||