Problem solving foreign language de heine lena (20 resultados)
Idioma: Inglés
Editorial: Berlin ; New York, NY : de Gruyter Mouton 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Librería: Borkert, Schwarz und Zerfaß GbR, Berlin, AlemaniaBorkert, Schwarz und Zerfaß GbR
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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.
Idioma: Inglés
Editorial: De Gruyter 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Librería: Buchpark, Trebbin, , AlemaniaBuchpark
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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 th…e 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.
Idioma: Inglés
Editorial: Walter de Gruyter 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Condición: New.
Idioma: Inglés
Editorial: Walter de Gruyter 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Librería: Ria Christie Collections, Uxbridge, Reino UnidoRia Christie Collections
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Condición: New. In.
Idioma: Inglés
Editorial: Walter de Gruyter 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Condición: New.
Idioma: Inglés
Editorial: Walter de Gruyter 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Librería: Brook Bookstore On Demand, Napoli, NA, ItaliaBrook Bookstore On Demand
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Condición: new.
Idioma: Inglés
Editorial: Walter de Gruyter 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Idioma: Inglés
Editorial: De Gruyter, DE 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Librería: Rarewaves USA, OSWEGO, IL, Estados Unidos de AmericaRarewaves USA
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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.
Idioma: Inglés
Editorial: De Gruyter Mouton 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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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 speci…al 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.
Idioma: Inglés
Editorial: Walter de Gruyter 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Idioma: Inglés
Editorial: Walter de Gruyter, Incorporated 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Condición: New. pp. ix + 217 Figure, Illus.
Idioma: Inglés
Editorial: Mouton De Gruyter 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Hardcover. Condición: Brand New. 1st edition. 228 pages. 9.25x6.25x0.75 inches. In Stock.
Idioma: Inglés
Editorial: Walter de Gruyter, Incorporated 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Condición: New. pp. ix + 217.
Idioma: Inglés
Editorial: De Gruyter, DE 2010
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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.
Idioma: Inglés
Editorial: De Gruyter Mouton 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Condición: New. 2010. Hardcover. . . . . .
Idioma: Inglés
Editorial: De Gruyter Mouton 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Idioma: Inglés
Editorial: de Gruyter Mouton 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Hardcover. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Lena Heine, University of Osnabrueck, Germany.
Idioma: Inglés
Editorial: De Gruyter Mouton, De Gruyter Mouton Mär 2010 2010
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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, , AlemaniaBuchWeltWeit Ludwig Meier e.K.
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Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 232 pp. Englisch.
Idioma: Inglés
Editorial: De Gruyter Mouton, De Gruyter Mouton Mär 2010 2010
Serie: Studies on Language Acquisition [SOLA], Libro 22 de 68. Libro 22 de 68 - Studies on Language Acquisition [SOLA]
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Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemaniabuchversandmimpf2000
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Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -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 abo…ut 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.Walter de Gruyter GmbH, Genthiner Strasse 13, 10785 Berlin 232 pp. Englisch.
