The reasons we speak : cognition and discourse in the second language classroom
著者
書誌事項
The reasons we speak : cognition and discourse in the second language classroom
（Contemporary language education / Terry A. Osborn, series adviser）
Bergin & Garvey, 2002
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注記
Includes bibliographical references (p. [145]-157) and index
内容説明・目次
内容説明
The role of cognition in a literature-based foreign language classroom is investigated and explained here. By implementing a sociocultural approach, cognition is understood as the basic building block for all human learning and language development. This study incorporates various understandings and views from reader-response theory, literary theory, and discourse analysis in order to support the conclusions reached through authentic classroom discourse analysis.
Along with clarifying current trends in second language acquisition theory, this text also offers the classroom teacher practical suggestions on how to aproach and evaluate classroom talk that is based on literature or authentic readings. The book also contains new approaches and views on the roles of reader-response theory in the language classroom that are also reflected in a contemporary literary theory that has been developed espcially with second language readers and learners in mind. The author challenges the current view of scaffolding as demonstrated in the data analysis and offers a more realistic interpretation of what may actually be taking place in the language classrooms under the guise of scaffolding. The role of opportunities to enter into discourse becomes central to the main argument and is exemplified through actual classroom transcripts.
目次
Foreword Introduction Bringing Together Cognition and SLA Inside Out Above All Underlying Discourse Affording Opportunities Control of Language and Ideas Affect and Literary Response Cognitive Construction Analyzing Cognition and Discourse The Reasons They Speak Extending Our Rationale Discourse Analysis for Classroom Teachers Grammar in Discourse Discourse and Communicative Competence Afterword Appendix Bibliography Index
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