|
|
|
|
|
Leader |
LDR
|
|
cam i 00 |
|
Control # |
1
|
|
hbl99063118 |
|
Control # Id |
3
|
|
GCG |
|
Date |
5
|
|
20211216113557.0 |
|
Fixed Data |
8
|
|
130916s2014 nyua b 001 0 eng |
|
LC Card |
10
|
|
$a 2013028397 |
|
ISBN |
20
|
|
$a9780415894173 (hbk) |
|
ISBN |
20
|
|
$a9780415894180 (pbk) |
|
ISBN |
20
|
|
$z9780203813850 (ebk) |
|
Obsolete |
39
|
|
$a290975$cTLC |
|
Cat. Source |
40
|
|
$aDLC$beng$cDLC$erda$dGCG |
|
Authen. Ctr. |
42
|
|
$apcc |
|
LC Call |
50
|
00 |
$aP118.2$b.L3685 2014 |
|
Dewey Class |
82
|
00 |
$a418.0071$223 |
|
Other Call # |
84
|
|
$aFOR007000$aLAN020000$2bisacsh |
|
ME:Pers Name |
100
|
1 |
$aLantolf, James P.$eauthor. |
|
Title |
245
|
10 |
$aSociocultural theory and the pedagogical imperative in L2 education :$bVygotskian praxis and the research/practice divide /$cJames P. Lantolf, Matthew E. Poehner. |
|
Imprint |
260
|
|
$aNew York ;$aLondon :$bRoutledge,$c2014. |
|
Phys Descrpt |
300
|
|
$axv, 252 pages :$billustrations ;$c23 cm. |
|
Tag 336 |
336
|
|
$atext$2rdacontent |
|
Tag 337 |
337
|
|
$aunmediated$2rdamedia |
|
Tag 338 |
338
|
|
$avolume$2rdacarrier |
|
Series:Diff |
490
|
0 |
$aESL & applied linguistics professional series |
|
Note:Content |
505
|
0 |
$a1. Theory/research-practice gap in applied linguistics -- 2. Sociocultural theory and the dialectic of praxis : an alternative to the theory/research-practice gap -- 3. Psychology of the social environment -- 4. A theory of development education -- 5. L2 Systemic theoretical instruction : experimental-development series -- 6. L2 Systemic Theoretical Instruction: Intact Classroom Studies -- 7. The zone of proximal development and dynamic assessment -- 8. Dynamic assessment and L2 development -- 9. Conclusion. |
|
Abstract |
520
|
|
$a"Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning -- a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky's sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the 'pedagogical imperative.' Sociocultural Theory and the Pedagogical Imperative in L2 Education, Elaborates a new approach to dealing with the relationship between theory and practice -- an approach grounded in praxis -- the dialectical unity of theory and practice, Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms, Brings together cognitive linguistics and sociocultural theory the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach, Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA"$cProvided by publisher. |
|
Note:Bibliog |
504
|
|
$aIncludes bibliographical references (pages 225-242) and index. |
|
Subj:Topical |
650
|
0 |
$aSecond language acquisition$xSocial aspects. |
|
Subj:Pers |
600
|
10 |
$aVygotskii, L. S.$q(Lev Semenovich),$d1896-1934. |
|
AE:Pers Name |
700
|
1 |
$aPoehner, Matthew E. |
