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E-raamat: In Search of Processes of Language Use in Foreign Language Didactics

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In Search of Processes of Language Use in Foreign Language DidacticsSuurem pilt
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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.
Introduction 15(14)
In a nutshell
15(1)
The purpose and its limits
16(1)
Some important conceptual distinctions
17(9)
The questions
26(3)
Chapter 1 Addressing the mystery of language learning and teaching: a retrospective sketch
29(32)
Introduction: colonizing the unknown territory
29(1)
1.1 The pre-linguistic stage: grammar as the key to foreign language learning and its alternatives
30(11)
1.1.1 Preoccupation with grammar
30(2)
1.1.2 Alternatives to the Grammar-Translation Method
32(3)
1.1.3 Characteristic features of the pre-linguistic stage
35(2)
1.1.4 Contributions of Sweet, Jespersen and Palmer. The impact of phonetics
37(4)
1.2 The linguistic stage: the role of the source disciplines in the mid-twentieth century
41(10)
1.2.1 Approach, method, technique
43(1)
1.2.2 The role of Transformational Generative Grammar
44(2)
1.2.3 Selecting a descriptive linguistic model of language
46(2)
1.2.4 Complicating the relationship of the field with the source disciplines
48(3)
1.3 The present: mapping the territory
51(5)
1.4 Toward autonomy
56(1)
1.5 Concluding remarks
57(4)
Chapter 2 Targeting the relevant aspect of language: focus on language use
61(50)
Introduction: on the many facets of language
61(2)
2.1 How to reduce the complexity of the problem?
63(3)
2.2 The format of `normal' academic disciplines as a source of orientation
66(16)
2.2.1 Scientific activities as specialization of human cognitive processes
68(3)
2.2.2 How can scientists communicate with the empirical reality?
71(1)
2.2.3 On the interface between Foreign Language Didactics as an empirical discipline and the empirical reality
72(9)
2.2.4 What informs a `normal' academic discipline?
81(1)
2.3 On the meaning of the adjective `interdisciplinary'
82(2)
2.4 Applications in a `normal' academic discipline
84(2)
2.5 The field of Foreign Language Didactics as a `normal' academic discipline
86(15)
2.5.1 Deriving models of language learning from language use
88(2)
2.5.2 The human locus of foreign language use and learning
90(3)
2.5.3 The learner as human information-processor
93(8)
2.6 Advantages of regarding language use and learning as human information processing
101(4)
2.7 The constructive contribution of the language learner to language use
105(2)
2.8 Concluding remarks
107(4)
Chapter 3 Focus on the learners cognitive equipment: the mechanism of human information processing (HIP)
111(66)
Introduction: the cognitive site of foreign language use
111(1)
3.1 Distinctive properties of human cognitive functioning
112(16)
3.2 Human information processing (HIP)
128(24)
3.2.1 Hierarchies (subordinate and superordinate levels) in human cognitive functioning
129(2)
3.2.2 The mechanism of human information processing including foreign language use
131(1)
3.2.3 Perception: the interface between the subject and the environment
132(5)
3.2.4 The role of perception in learning a foreign language
137(3)
3.2.5 Attention
140(5)
3.2.6 Attention versus working memory
145(1)
3.2.7 Working memory and intentional behaviour
146(1)
3.2.8 Memory
147(3)
3.2.9 Memory representations requisite in language use and learning
150(2)
3.3 Information structures and their types: cognitive schemata
152(3)
3.4 Concepts in our mental lexicon
155(1)
3.5 Procedural and declarative representations
156(4)
3.5.1 Multiple coding and filing in language use and learning
158(2)
3.6 Controlled, automatic and hybrid processing
160(1)
3.7 Skill acquisition and expertise
161(5)
3.7.1 Differences between experts and novices in the use of skills
165(1)
3.8 The role of feedback in learning
166(1)
3.9 Implications for understanding foreign language learning and teaching
167(10)
Chapter 4 Focus on the phenomenon of language use in verbal communication
177(54)
Introduction: the communicative structure of language use
177(2)
4.1 Information, signals, signs and symbols in verbal communication
179(4)
4.2 Verbal communication as a human cognitive activity
183(2)
4.2.1 Alignment in verbal communication
184(1)
4.3 Interpersonal communication as a relationship
185(3)
4.4 Verbal communication in the developmental perspective
188(6)
4.5 The centrality of meaning in verbal communication
194(5)
4.6 Ties between verbal communication and culture
199(2)
4.7 Verbal communication as human operations in time and space
201(4)
4.8 The nature of verbal communication
205(9)
4.8.1 Constituents of verbal communication
207(3)
4.8.2 Constructing communicative intention
210(1)
4.8.3 Targeting the message at the addressee
210(2)
4.8.4 Encoding the communicative intention into the verbal message
212(1)
4.8.5 Reconstructing the communicative intention by the addressee
212(2)
4.9 Knowledge, skill and discourse as a cycle in language use
214(5)
4.10 Language as the code of communication
219(5)
4.11 Implications for understanding foreign language learning and teaching
224(7)
Chapter 5 Focus on comprehension and production in speech and writing with potential applications in teaching English as a foreign language
231(46)
Introduction: Toward a realistic account of language use
231(2)
5.1 Comprehension and production: the status of meaning and form
233(6)
5.1.1 The nature of comprehension; the nature of production
234(5)
5.2 Properties of comprehension and production in speech and writing
239(3)
5.3 The component of skill in language use and learning
242(6)
5.3.1 Options relevant in developing the skill component in language use
245(2)
5.3.2 Task difficulty in the development of language skills
247(1)
5.4 Reading comprehension as search for meaning
248(8)
5.4.1 The depth of reading comprehension
251(2)
5.4.2 The EFL learner's perspective of reading
253(3)
5.5 Listening comprehension as an integral part of verbal communication
256(6)
5.5.1 Functions of auditory input in learning English as a foreign language
258(2)
5.5.2 Sources of difficulty in listening comprehension tasks
260(1)
5.5.3 Feedback on form in listening tasks
261(1)
5.6 The nature of speaking as an integral part of verbal communication
262(7)
5.6.1 Abilities involved in participating in a conversation
264(2)
5.6.2 Long-term investment in the speaking skill
266(2)
5.6.3 Related strategies for developing the speaking skill
268(1)
5.7 Writing as constructing a message
269(6)
5.7.1 Differences between experienced and inexperienced writers
272(1)
5.7.2 Long-term investment in the writing skill
273(1)
5.7.3 Error correction in the written work
274(1)
5.8 Some accuracy enhancement strategies
275(1)
5.9 Concluding remarks
276(1)
Chapter 6 Conclusions
277(26)
6.1 Characterizing language use for the purpose of Foreign Language Didactics
277(4)
6.2 Fundamental questions in Foreign Language Didactics
281(7)
6.3 On the notion of foreign language teaching in the educational system
288(10)
6.3.1 Systematizing options for foreign language teaching
291(7)
6.4 Concluding remarks
298(5)
Explanation of terms 303(20)
References 323(30)
Index of Authors 353(6)
Index of Subjects 359
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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