Lena heine (45 resultados)

Condición: very good. Gut/Very good: Buch bzw. Schutzumschlag mit wenigen Gebrauchsspuren an Einband, Schutzumschlag oder Seiten. / Describes a book or dust jacket that does show some signs of wear on either the binding, dust jacket or pages.

Condición: Sehr gut. IX, 217 S. Although Content and Language Integrated Learning (CLIL) is a popular teaching method, research on CLIL has nearly exclusively focused on aspects of language learning. Besides that, we are still lacking any cognitively well-grounded theory about the special features of contexts in which the focus is on content learning, but in which a foreign language is used as the medium of communicating information. This book re-examines the basis for CLIL from a cognitive perspective and investigates how the use of a foreign language as a working language influences the processing of content. It summarizes findings from cognitive psychology on thinking, problem solving and conceptual processing, and integrates them with models of language-specific mental activities such as speech processing and text composition. This provides a theoretically well-grounded basis for the understanding of the special features of CLIL, and promotes a Cognitive Linguistic perspective on CLIL pedagogy. The theoretical considerations form the basis for an empirical study that offers the first insights into what CLIL learners actually do when they solve content-focused tasks while using an L2. Through spontaneous verbalization of thought, detailed verbal protocols were elicited and analysed into language and content focused cognitive processes. The analysis shows that both language and conceptual thought interact closely and that a focus on language in general has positive effects on the processing of semantic content; the use of an L2 as working language can enhance this effect. Additionally, the study offers a thorough reflection and new perspectives on verbal protocols as research tools, in particular in L2 contexts. ISBN 9783110224450 Sprache: Englisch Gewicht in Gramm: 1536 Fadengehefteter Originalpappband.…

Hardback. Condición: New.

HRD. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Pp. Condición: Sehr gut. IX, 176 S. : Ill., graph. Darst. ; 22 cm Tadelloses Exemplar. - Inhaltsverzeichnis -- Lena Heine: -- Vorwort vii -- linguistics@schools -- ein Kooperationsprojekt zwischen Schule und Universität 1 -- Teil I Schul- und hochschuldidaktische Perspektiven 17 -- Frank Ehninger: -- Lernen an der Uni-neue Formen, neue Wege 19 -- Christiane Schneider: -- HnguisticslQschools - eine innovative Möglichkeit der Ausgestaltung -- des Seminarfachs 31 -- Lena Heine: -- Sprachwissenschaftliche Kompetenzen 41 -- Teil II Das Projekt aus Schüler- und Studierendensicht 55 -- Kora Blanken, Johanna Clausing, Monique Gelker: -- Aphasie - wenn uns die Sprache verloren geht 57 -- Rudolf Ermantraut, Christine Finger, Olga Moser, -- Dimitrij Schaf, Anna Strübbe, Ines Wollny: -- Bilingual aufwachsende Kinder 67 -- Sara Bücker, Vera Golychina, Maike Litmeyer, -- Alexandra Pistorius, Hannah Sieflce: -- Forensische Linguistik 77 -- Heidi Engel, Sarah Gerding, Nina Melter, Carolin Uhlenhake: -- ,Und dann gehte er nach Hause' - kindlicher Spracherwerb 91 -- Gesa Engbert, Henrike Lucia Langsenkamp, -- Evelyn Peterswerth, Carolin Willenborg: -- Namenforschung 101 -- Melanie Bauschulte, Bianca Brandebusemeyer, Sonja Canzler, -- Mareike Engwer, Anja Ruisinger, Britta Vajnar, Basil Wahn, Svenja Witte, -- Amelie Zill: -- Sprache und Schizophrenie 111 -- Luzi Denis, Manuel Junge, Isabell Klostermann, Julia Sandkämper, -- Beate Schmalen, Denis Stern, Leonie Wiekenkamp, Dorothea Zschätzsch: -- Die Sprache politischer Reden 123 -- Teil IV Umsetzung und praktische Handreichungen 135 -- Imke Hans, Nadja Hekal: -- Projektkoordination: Ein Erfahrungsbericht 137 -- Lena Heine: -- Problembasierte Projektarbeit: Formate für die Universität 151 ISBN 9783631592878 Sprache: Deutsch Gewicht in Gramm: 405. …

Condición: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | Although Content and Language Integrated Learning (CLIL) is a popular teaching method, research on CLIL has nearly exclusively focused on aspects of language learning. Besides that, we are still lacking any cognitively well-grounded theory about the special features of contexts in which the focus is on content learning, but in which a foreign language is used as the medium of communicating information. This book re-examines the basis for CLIL from a cognitive perspective and investigates how the use of a foreign language as a working language influences the processing of content. It summarizes findings from cognitive psychology on thinking, problem solving and conceptual processing, and integrates them with models of language-specific mental activities such as speech processing and text composition. This provides a theoretically well-grounded basis for the understanding of the special features of CLIL, and promotes a Cognitive Linguistic perspective on CLIL pedagogy.The theoretical considerations form the basis for an empirical study that offers the first insights into what CLIL learners actually do when they solve content-focused tasks while using an L2. Through spontaneous verbalization of thought, detailed verbal protocols were elicited and analysed into language and content focused cognitive processes. The analysis shows that both language and conceptual thought interact closely and that a focus on language in general has positive effects on the processing of semantic content; the use of an L2 as working language can enhance this effect. Additionally, the study offers a thorough reflection and new perspectives on verbal protocols as research tools, in particular in L2 contexts.…

Condición: New.

Condición: New.

Condición: New. In English.

Condición: new.

Hardback. Condición: New. " Although Content and Language Integrated Learning (CLIL) is a popular teaching method, research on CLIL has nearly exclusively focused on aspects of language learning. Besides that, we are still lacking any cognitively well-grounded theory about the special features of contexts in which the focus is on content learning, but in which a foreign language is used as the medium of communicating information. This book re-examines the basis for CLIL from a cognitive perspective and investigates how the use of a foreign language as a working language influences the processing of content. It summarizes findings from cognitive psychology on thinking, problem solving and conceptual processing, and integrates them with models of language-specific mental activities such as speech processing and text composition. This provides a theoretically well-grounded basis for the understanding of the special features of CLIL, and promotes a Cognitive Linguistic perspective on CLIL pedagogy.The theoretical considerations form the basis for an empirical study that offers the first insights into what CLIL learners actually do when they solve content-focused tasks while using an L2. Through spontaneous verbalization of thought, detailed verbal protocols were elicited and analysed into language and content focused cognitive processes. The analysis shows that both language and conceptual thought interact closely and that a focus on language in general has positive effects on the processing of semantic content; the use of an L2 as working language can enhance this effect. Additionally, the study offers a thorough reflection and new perspectives on verbal protocols as research tools, in particular in L2 contexts. ".…

Condición: As New. Unread book in perfect condition.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - ' Although Content and Language Integrated Learning (CLIL) is a popular teaching method, research on CLIL has nearly exclusively focused on aspects of language learning. Besides that, we are still lacking any cognitively well-grounded theory about the special features of contexts in which the focus is on content learning, but in which a foreign language is used as the medium of communicating information. This book re-examines the basis for CLIL from a cognitive perspective and investigates how the use of a foreign language as a working language influences the processing of content. It summarizes findings from cognitive psychology on thinking, problem solving and conceptual processing, and integrates them with models of language-specific mental activities such as speech processing and text composition. This provides a theoretically well-grounded basis for the understanding of the special features of CLIL, and promotes a Cognitive Linguistic perspective on CLIL pedagogy.The theoretical considerations form the basis for an empirical study that offers the first insights into what CLIL learners actually do when they solve content-focused tasks while using an L2. Through spontaneous verbalization of thought, detailed verbal protocols were elicited and analysed into language and content focused cognitive processes. The analysis shows that both language and conceptual thought interact closely and that a focus on language in general has positive effects on the processing of semantic content; the use of an L2 as working language can enhance this effect. Additionally, the study offers a thorough reflection and new perspectives on verbal protocols as research tools, in particular in L2 contexts. '.…

Condición: As New. Unread book in perfect condition.

Condición: New. pp. ix + 217 Figure, Illus.

Hardcover. Condición: Brand New. 1st edition. 228 pages. 9.25x6.25x0.75 inches. In Stock.

Condición: New. pp. ix + 217.

Hardback. Condición: New. " Although Content and Language Integrated Learning (CLIL) is a popular teaching method, research on CLIL has nearly exclusively focused on aspects of language learning. Besides that, we are still lacking any cognitively well-grounded theory about the special features of contexts in which the focus is on content learning, but in which a foreign language is used as the medium of communicating information. This book re-examines the basis for CLIL from a cognitive perspective and investigates how the use of a foreign language as a working language influences the processing of content. It summarizes findings from cognitive psychology on thinking, problem solving and conceptual processing, and integrates them with models of language-specific mental activities such as speech processing and text composition. This provides a theoretically well-grounded basis for the understanding of the special features of CLIL, and promotes a Cognitive Linguistic perspective on CLIL pedagogy.The theoretical considerations form the basis for an empirical study that offers the first insights into what CLIL learners actually do when they solve content-focused tasks while using an L2. Through spontaneous verbalization of thought, detailed verbal protocols were elicited and analysed into language and content focused cognitive processes. The analysis shows that both language and conceptual thought interact closely and that a focus on language in general has positive effects on the processing of semantic content; the use of an L2 as working language can enhance this effect. Additionally, the study offers a thorough reflection and new perspectives on verbal protocols as research tools, in particular in L2 contexts. ".…

Condición: New. 2010. Hardcover. . . . . .

Condición: New. 2010. Hardcover. . . . . . Books ship from the US and Ireland.

Gebundene Ausgabe. Condición: Wie neu. 186 Seiten; neuwertig und ungelesen ZA 9324080 Sprache: Deutsch Gewicht in Gramm: 4100.

Condición: New. In German.

Condición: New. 2013. New. hardcover. . . . . .

Hardcover. Condición: Sehr gut. 92 Seiten Eine Sammlung von Texten und Geschichten rund um bayerische Bierkultur, ausgewählt und zusammengestellt von Günter Goepfert. Enthält literarische Beiträge berühmter deutscher Autoren und bietet einen humorvollen Einblick in die Bedeutung des Biers für die bayerische Kultur. Zustand: Einband mit geringfügigen Gebrauchsspuren, insgesamt SEHR GUTER Zustand! HC1-729-6/8-00401640 Sprache: Deutsch Gewicht in Gramm: 140.…

Kartoniert / Broschiert. Condición: New. Immer mehr Kinder und Jugendliche im schulpflichtigen Alter kommen aufgrund von Krieg und wirtschaftlichen Krisen nach Deutschland. Kommunen stehen vor der Aufgabe, sie moeglichst umgehend in das Schulsystem zu integrieren und zu foerdern Lehrende sollen dab.

Condición: New. 2013. New. hardcover. . . . . . Books ship from the US and Ireland.

Condición: New. Der Band praesentiert die neuesten Entwicklungen auf dem Gebiet Deutsch als Fremd- und Zweitsprache sowie Mehrsprachigkeit, wobei der Schwerpunkt auf DaZ und Mehrsprachigkeit liegt. .

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Dieser Band leistet einen fundierten Beitrag zur methodisch-methodologischen Diskussion qualitativer Erhebungs- und Analyseverfahren. Auf der konkreten Grundlage aktueller Forschungsprojekte diskutieren jeweils fünf Fremdsprachendidaktiker grundsätzliche Chancen und Grenzen des Lauten Denkens und Lauten Erinnerns bzw. der Qualitativen Inhaltsanalyse. Nach einführenden Überblicksartikeln zum aktuellen Forschungsstand werden theoretische Neukonzeptionen im Rahmen von Paradigmenverschiebungen ebenso wie praxisnahe Anforderungen an die Umsetzung komplexer Forschungsdesigns gleichermaßen herausgearbeitet.…

Hardback. Condición: New.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Dieser Band liefert verschiedene Perspektiven auf ein Kooperationsprojekt zwischen Schule und Hochschule. Im Rahmen des Projekts begleiten Studierende der linguistischen Fächer Schüler dabei, sprachwissenschaftliche Projekte durchzuführen. Schüler, Studierende, Lehrer, Hochschuldidaktiker und Lehrende an der Universität evaluieren das Projekt und vermitteln ihre Sicht auf die Möglichkeiten, aber auch Herausforderungen einer problembasierten, selbstverantwortlichen Projektarbeit von Studierenden und Schülern. Neben praktischen Handreichungen und Tipps für die Vorbereitung, Durchführung und Qualitätssicherung in einem solchen Projekt werden ein Modell für die fachspezifische Evaluation von Lernerfolg vorgestellt und Anregungen für alternative Projektformate gegeben.…