Sociocultural Theory and L2 Instructional Pragmatics

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Opis: Sociocultural Theory and L2 Instructional Pragmatics - Remi van Compernolle

The book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful. Van Compernolle's research presents a theoretically motivated and evidence-based instructional framework for mediating the development of pragmatic ability in language learners. He brings together important pedagogical applications of sociocultural theory, e.g. dynamic assessment, concept-based instruction, and the use of strategic interaction scenarios as an instruction tool. As such, the book makes a significant contribution to the sociocultural literature and provides a new direction for the theory and practice of developing pragmatic variation in language learners. Richard Donato, University of Pittsburgh, USA This work is the first book-length proposal to reconceptualize instructional pragmatics from the perspective of Vygotskian Sociocultural Theory. Based on a cogent reconceptualization of 'appropriateness', the book offers a coherent approach to sociopragmatic and pragmalinguistic competencies as learning targets and to the instructional practices through which these competencies can effectively be developed and assessed in language instruction. With its profound theoretical grounding and empirical rigor, van Compernolle's book significantly advances scholarship on the instructed development of second language pragmatics. Gabriele Kasper, University of Hawaii at Manoa, USA1. Introduction 2. Appropriateness in Language Learning and Language Teaching 3. Understanding Learners as People 4. Developing Awareness of Pragmatic Knowledge through Verbalized Reflections 5. Developing Pragmatic Knowledge through Appropriateness Judgment Tasks 6. Developing Performance Abilities through Strategic Interaction Scenarios 7. The Future of Vygotskian Approaches to Instructional Pragmatics


Szczegóły: Sociocultural Theory and L2 Instructional Pragmatics - Remi van Compernolle

Tytuł: Sociocultural Theory and L2 Instructional Pragmatics
Autor: Remi van Compernolle
Producent: Multilingual Matters
ISBN: 9781783093267
Rok produkcji: 2014
Ilość stron: 232
Oprawa: Miękka
Waga: 0.3 kg


Recenzje: Sociocultural Theory and L2 Instructional Pragmatics - Remi van Compernolle

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Sociocultural Theory and L2 Instructional Pragmatics

The book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful. Van Compernolle's research presents a theoretically motivated and evidence-based instructional framework for mediating the development of pragmatic ability in language learners. He brings together important pedagogical applications of sociocultural theory, e.g. dynamic assessment, concept-based instruction, and the use of strategic interaction scenarios as an instruction tool. As such, the book makes a significant contribution to the sociocultural literature and provides a new direction for the theory and practice of developing pragmatic variation in language learners. Richard Donato, University of Pittsburgh, USA This work is the first book-length proposal to reconceptualize instructional pragmatics from the perspective of Vygotskian Sociocultural Theory. Based on a cogent reconceptualization of 'appropriateness', the book offers a coherent approach to sociopragmatic and pragmalinguistic competencies as learning targets and to the instructional practices through which these competencies can effectively be developed and assessed in language instruction. With its profound theoretical grounding and empirical rigor, van Compernolle's book significantly advances scholarship on the instructed development of second language pragmatics. Gabriele Kasper, University of Hawaii at Manoa, USA1. Introduction 2. Appropriateness in Language Learning and Language Teaching 3. Understanding Learners as People 4. Developing Awareness of Pragmatic Knowledge through Verbalized Reflections 5. Developing Pragmatic Knowledge through Appropriateness Judgment Tasks 6. Developing Performance Abilities through Strategic Interaction Scenarios 7. The Future of Vygotskian Approaches to Instructional Pragmatics

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Cena 154,00 PLN
Nasza cena 146,61 PLN
Oszczędzasz 4%
Wysyłka: Niedostępna
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Szczegóły: Sociocultural Theory and L2 Instructional Pragmatics - Remi van Compernolle

Tytuł: Sociocultural Theory and L2 Instructional Pragmatics
Autor: Remi van Compernolle
Producent: Multilingual Matters
ISBN: 9781783093267
Rok produkcji: 2014
Ilość stron: 232
Oprawa: Miękka
Waga: 0.3 kg


Recenzje: Sociocultural Theory and L2 Instructional Pragmatics - Remi van Compernolle

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