|
Showing 1 - 8 of
8 matches in All Departments
This collection argues for the need to promote intercultural
understanding as a clear goal for teaching and learning pragmatics
in second and foreign language education. The volume sees the
learning of pragmatics as a challenging yet enriching process
whereby the individual expands their capacity for understanding how
meaning making processes influence social relationships and how
assumptions about social relationships shape the interpretation and
use of language in context. This locates pragmatics within a
humanistically oriented conception of learning where success is
defined relative to the enrichment of human understanding and
appreciation of difference. The book argues that intercultural
understanding is not an “add on” to language learning but
central to the learner’s ability to understand and construct
meaning with individuals from diverse linguistic and cultural
backgrounds. Chapters analyse teachers’ and learners’ ways of
making sense of pragmatics, how their assumptions about social
relationships impact their perceptions of language use, and how
reflection on pragmatic judgments opens up possibilities for
developing intercultural understanding. This book will be of
interest to students and scholars in intercultural communication,
language education, and applied linguistics.
This collection argues for the need to promote intercultural
understanding as a clear goal for teaching and learning pragmatics
in second and foreign language education. The volume sees the
learning of pragmatics as a challenging yet enriching process
whereby the individual expands their capacity for understanding how
meaning making processes influence social relationships and how
assumptions about social relationships shape the interpretation and
use of language in context. This locates pragmatics within a
humanistically oriented conception of learning where success is
defined relative to the enrichment of human understanding and
appreciation of difference. The book argues that intercultural
understanding is not an "add on" to language learning but central
to the learner's ability to understand and construct meaning with
individuals from diverse linguistic and cultural backgrounds.
Chapters analyse teachers' and learners' ways of making sense of
pragmatics, how their assumptions about social relationships impact
their perceptions of language use, and how reflection on pragmatic
judgments opens up possibilities for developing intercultural
understanding. This book will be of interest to students and
scholars in intercultural communication, language education, and
applied linguistics.
This book provides a contemporary and critical examination of the
theoretical and pedagogical impact of Michael Byram's pioneering
work on intercultural communicative competence and intercultural
citizenship within the field of language education and beyond. The
chapters address important theoretical and empirical work on the
teaching, learning, and assessment of intercultural learning, and
highlight how individual language educators and communities of
practice enact intercultural learning in locally appropriate ways.
The book offers comprehensive, up-to-date and accessible knowledge
for researchers, teachers, teacher-trainers and students.
This book provides a contemporary and critical examination of the
theoretical and pedagogical impact of Michael Byram's pioneering
work on intercultural communicative competence and intercultural
citizenship within the field of language education and beyond. The
chapters address important theoretical and empirical work on the
teaching, learning, and assessment of intercultural learning, and
highlight how individual language educators and communities of
practice enact intercultural learning in locally appropriate ways.
The book offers comprehensive, up-to-date and accessible knowledge
for researchers, teachers, teacher-trainers and students.
Many language teachers recognise the importance of integrating
intercultural learning into language learning, but how this can be
best achieved is not always apparent. This is particularly the case
in foreign language learning contexts where teachers are working
with a prescribed textbook and opportunities to use the language
outside the classroom are limited. This book argues that teachers
can work creatively with conventional resources and utilise
classroom experiences in order to help learners interpret aspects
of communication in insightful ways and develop awareness of the
influence of cultural assumptions and values on language use. The
book provides extensive analysis of a range of classroom
interactions to demonstrate how teachers and learners can work
together to construct opportunities for intercultural learning
through reflection on pragmatics.
This volume introduces pedagogical approaches and empirical studies
that emphasize deeper, embodied engagement with language, the
transformative potential of the language learning experience, and
the importance of learner and teacher well-being. A deep learning
orientation sees foreign language learning not as a psychologically
neutral process of internalising linguistic rules but as an
embodied process that is intimately tied to learners' experience of
self, including emotion, body states, metaphoric understanding,
aesthetic sensibilities, and moral intuitions. This volume
challenges language teachers and teacher trainers to move beyond
instrumentalist views of language learning, to recognise the deeply
impactful nature of the language learning experience, and to
consider how language pedagogy can contribute to the development of
the learner as a whole person. Chapters in this volume consider the
enactment of deep learning from diverse theoretical perspectives,
including positive psychology, embodied cognition, cognitive
linguistics, motivational theory, literary theory, and moral
psychology. The volume provides language teachers, teacher trainers
and applied linguists with concrete insights into the
multidisciplinary foundations of conceptualizing, planning, and
implementing deep learning in language classrooms.
Many language teachers recognise the importance of integrating
intercultural learning into language learning, but how this can be
best achieved is not always apparent. This is particularly the case
in foreign language learning contexts where teachers are working
with a prescribed textbook and opportunities to use the language
outside the classroom are limited. This book argues that teachers
can work creatively with conventional resources and utilise
classroom experiences in order to help learners interpret aspects
of communication in insightful ways and develop awareness of the
influence of cultural assumptions and values on language use. The
book provides extensive analysis of a range of classroom
interactions to demonstrate how teachers and learners can work
together to construct opportunities for intercultural learning
through reflection on pragmatics.
The goal of fostering positive intercultural relations has taken on
increased importance in a wide range of societal, educational, and
business contexts. This has created growing demand for educational
provision that raises awareness of the role of language, culture,
and psychological dynamics in processes of communication and
rapport management. This volume, inspired by Helen Spencer-Oatey's
multidisciplinary approach to intercultural research, provides
insights into the dynamic and negotiated nature of intercultural
relations, informed by current theory and research in linguistics,
psychology, and intercultural education. Written by an
international group of prominent intercultural researchers,
chapters demonstrate that intercultural interaction is highly
dependent on the contextual expectations that individuals bring to
communication, the social identities that are perceived to be
relevant, and how individuals position themselves and others as
cultural beings. They show how cultural norms and social identities
are negotiated in the micro context of interpersonal interaction
and in the macro sociocultural context. The volume provides
intercultural researchers and educators with multidisciplinary
insights into how intercultural relationships are established,
maintained, and threatened.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|