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Vygotsky's psycho-semiotics theories, instrument and interpretive analyses /

Основен автор: Liu, Charlotte Hua, 1975-
Други автори: Luton, Frith.
Формат: Електронен
Език: English
Публикувано: Bern ; New York : Peter Lang, ℗♭2011.
Предмети:
Vygotskii†, L. S. > (Lev Semenovich), > 1896-1934.
Vygotskii, L. S., > 1896-1934 > Vygotskii, Lev Semenovich.
Psycholinguistics.
Semiotics.
LEARNING, PSYCHOLOGY OF.
Sociolinguistics.
LANGUAGE ARTS & DISCIPLINES > Linguistics > Psycholinguistics.
Electronic books.
Онлайн достъп: http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=485588
Подобни документи: Print version:: Vygotsky's psycho-semiotics.
Съдържание:
  • TABLE OF CONTENTS; 4.1.1 Interpsychological origin of the structural dimension 53; 4.1.2 External level of the structural dimension 57; 4.1.3 Internal level of the structural dimension 58; 4.2.1 Conceptual teaching activity: external andinternal levels; 4.2.2 Conceptual teaching language: external andinternal levels 64; A. Generality and generalisation 67; B. Intertextuality and tension 70; 4.3.1 The external level: externalisation of thinking 76; 4.3.2 The internal level: structural interaction 77; Section overview 82; Chapter Overview 89; 6.1.1 External level of the dimensions 109.
  • 6.1.2 Internal level of the dimensions 1116.1.3 Defi nition of the structural dimension 112; 6.1.4 Defi nition of the conceptual dimension 112; 6.1.5 Defi nition of the social dimension 113; 6.1.6 Defi nition of the historical dimension 114; 6.2.1 Studying the structural dimension as doublestimulation 116; 6.2.2 Studying the conceptual dimension as process 118; 6.2.3 Studying the social dimension as social genesis 118; 6.2.4 Studying the historical dimension as history 122; List of Diagrams, Tables and Excerpts xi; Acknowledgement xiii; INTRODUCTION
  • The Questions of Research 1.
  • What the study did not do 2Signifi cance of the study 3; CHAPTER 1
  • EPISTEMOLOGICAL CONTEXTS; 1.1 Speech and Thinking 5; 1.2 Unconsciousness in Ontogenesis 7; 1.3 Consciousness and Unconsciousness in Speech 10; 1.4 The Problem of the Social Environment 15; Chapter Overview 19; CHAPTER 2
  • INTRAPSYCHOLOGY AND PSYCHOLOGICAL STRUCTUREOF SEMIOTICS; 2.1 Language as Symbols 21; 2.2 Inner Speech as Intrapsychological Interaction 24; 2.3 Predicativity in Inner and External Speech 26; Chapter Overview 30; CHAPTER 3
  • INTERPSYCHOLOGICAL INTERACTION; 3.1 Apperception and Learning 33.
  • 3.2 Apperceptive Socialisation 383.3 Projection in Social Interaction 42; 3.4 Proleptic Teaching 45; Chapter Overview 48; CHAPTER 4
  • CLASSROOM PSYCHO-SEMIOTICS; 4.1 Structure of Task and Participation (Structural Dimension) 52; 4.2 Functional Systematicity of Conceptual Teaching(Conceptual Dimension) 62; 4.3 Interpsychological Encounter (Social Dimension) 75; 4.4 Internal Order of Interaction (Historical Dimension) 83; CHAPTER 5
  • L2 EDUCATION FROM A VYGOTSKYAN PERSPECTIVE; 5.1 An Alternative Position of Language Education 91; 5.2 Conceptual Instructions in Language Education 92.
  • 5.3 Scientifi c and Spontaneous Concepts 945.4 Vygotsky's Additional Language Education Theories 96; 5.4.1 Interrelationships between L1 and L2 96; 5.4.2 A '1 + 1> 2' perspective 97; 5.4.3 Prior knowledge 99; 5.4.4 Social relationships in the L2 classroom 101; 5.5 'Scientifi c Concept' Extended 103; Chapter Overview 105; CHAPTER 6
  • A HEURISTIC INSTRUMENT; 6.1 The Instrument 109; 6.2 Methodological Connections 115; Chapter Overview 124; CHAPTER 7
  • INTERPRETATIVE ANALYSES; 7.1 Curriculum Backgrounds 125; 7.1.1 Ms A, School 1 126; 7.1.2 Mr C, School 2 127; 7.1.3 Ms D, School 3 128.

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