Band 10
The Role of Metalinguistic Awareness in the Effective Teaching of Foreign Languages
Aus der Reihe
Rethinking Education
-
- Englisch ausgewählt
Fr. 89.90
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
20.08.2011
Abbildungen
mit Illustration, num. tables and graphs
Verlag
Peter Lang Group AG, International Academic PublishersSeitenzahl
433
Maße (L/B/H)
22.3/14.9/2.7 cm
Gewicht
600 g
Sprache
Englisch
ISBN
978-3-0343-0280-7
Attempts to explain children’s ability to focus on language as medium rather than message have varied dramatically over the years. Studies in the field of metacognition have shown that this has a bearing on children’s growing metalinguistic awareness. Conversely, children’s ability to reflect upon and control their own use of language has been seen to have a bearing on the emergence of general metacognitive processes. However, significant differences have emerged not only in the interpretation of the research findings but also in the attempt to reconcile such findings with those of traditional anecdotal sources and to create more explanatory theoretical models.
Starting with a critical review of the various theoretical approaches in the area of metacognition, this book explores in detail a socio-cultural approach, examining the origin, function and cognitive status of metalinguistic awareness. By elaborating and refining the analysis of writers such as Vygotsky in the light of new developments in relevant fields, the author also seeks to outline a model which can be applied to the pedagogic process. The book will be of interest to students and scholars of children’s language development, applied linguistics and cognitive psychology, as well as to teachers of foreign languages at all levels.
Starting with a critical review of the various theoretical approaches in the area of metacognition, this book explores in detail a socio-cultural approach, examining the origin, function and cognitive status of metalinguistic awareness. By elaborating and refining the analysis of writers such as Vygotsky in the light of new developments in relevant fields, the author also seeks to outline a model which can be applied to the pedagogic process. The book will be of interest to students and scholars of children’s language development, applied linguistics and cognitive psychology, as well as to teachers of foreign languages at all levels.
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