Problem solving in a foreign language /

This book fills some of the major theoretical gaps for the popular teaching form of Content and Language Integrated Learning (CLIL). It re-examines the basis for CLIL from a cognitive perspective and gives an overview of the foundations of problem solving, thinking and language processing. Besides t...

Descripción completa

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Heine, Lena
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Berlin ; New York : De Gruyter Mouton, ©2010.
Colección:Studies on language acquisition ; 41.
Temas:
Second language acquisition > Study and teaching.
Language and languages > Study and teaching.
Language and culture.
Sociolinguistics.
Langue seconde > Acquisition > Étude et enseignement.
Langage et langues > Étude et enseignement.
Langage et culture.
Sociolinguistique.
sociolinguistics.
FOREIGN LANGUAGE STUDY > General.
Language and culture
Language and languages > Study and teaching
Second language acquisition > Study and teaching
Sociolinguistics
Fremdsprachenlernen
Problemlösen
Sprachverstehen
Kognitive Linguistik
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Title Page
  • Copyright Page
  • Table of Contents
  • Figures
  • Tables
  • Chapter 1 Introduction
  • 1. Bilingual education and CLIL
  • 2. Objectives
  • 3. Structure
  • Chapter 2 Language and thinking
  • 1. Linguistic knowledge
  • 2. Linguistic knowledge in multilingual speakers
  • 3. Language and meaning
  • 4. Language and the format of thought
  • 5. Conclusions and summary
  • Chapter 3 Problem solving
  • 1. Mental processes
  • 2. Task solving as problem solving
  • 3. The appropriate level of description
  • 4. Processes vs. phases
  • 5. Focus on meaning and focus on form
  • 6. Summary
  • Chapter 4 Language-specific cognitive processes
  • 1. Linguistic processing
  • 2. Processes of text comprehension
  • 3. Processes of language production
  • 4. Models of writing tasks
  • 5. Summary
  • Chapter 5 A model of conceptual-linguistic task solving
  • 1. Task-solving as a complex problem solving activity
  • 2. Phases of task solving
  • 3. Summary
  • Chapter 6 Task design and task analysis
  • 1. The importance of the research design
  • 2. Subjects
  • 3. Elicitation tasks
  • 4. Cognitive task analysis
  • 5. Linguistic task analysis
  • 6. Summary
  • Chapter 7 Think-aloud data
  • 1. Thinking aloud
  • 2. Thinking aloud and language of thought
  • 3. Individual differences in cognitive processing
  • 4. Thinking aloud in L2 settings
  • 5. Think-aloud data as protocols of problem solving activities
  • 6. Summary
  • Chapter 8 A coding scheme
  • 1. Coding the data
  • 2. Change of focus between the problem spaces
  • 3. Different phases 402; different mental activities
  • 4. Summary
  • Chapter 9 Problem solving in a foreign language
  • 1. Language as a catalytic converter: depth of processing
  • 2. L1-L2 processing differences in language production
  • 3. Language reception
  • 4. Filled and unfilled pauses
  • 5. Mispronunciations
  • 6. Differences in semantic processing of text information?
  • 7. Critical thoughts on the process data
  • 8. Summary
  • Chapter 10 Evaluation of the think-aloud method
  • 1. Limitations of the think-aloud method
  • 2. Subjective interview data
  • 3. Reactivity
  • 4. Mental language switches
  • 5. Is thinking aloud a valid elicitation method?
  • 6. Summary
  • Chapter 11 Results and discussion
  • 1. Retrospective thoughts
  • 2. Theoretical results
  • 3. Methodological results
  • 4. Empirical results
  • 5. Implications for the design of learning contexts
  • 6. What further research is needed?
  • 7. Final remarks
  • Transcription conventions
  • References
  • Index.

Ejemplares similares