LINGUIST List 11.1636

Wed Jul 26 2000

Books: Semiotics in Language Education

Editor for this issue: Scott Fults <scottlinguistlist.org>


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  1. Gillian Caglayan, Semiotics in Language Education, M. Danesi

Message 1: Semiotics in Language Education, M. Danesi

Date: Tue, 25 Jul 2000 16:23:53 +0200
From: Gillian Caglayan <G.CaglayandeGruyter.de>
Subject: Semiotics in Language Education, M. Danesi

New publication from Mouton de Gruyter!!!

>From the series
Approaches to Applied Semiotics


Series Editor-in-Chief: Thomas A. Sebeok
Executive Editor: Jean Umiker-Sebeok

Advisory Board
Jeff Bernard - Institute for Socio-Semiotic Studies, Vienna
Donald J. Cunningham - Indiana University, Bloomington
Marcel Danesi - University of Toronto

Semiotics has had a profound impact on our comprehension of a wide
range of phenomena, from how animals signify and communicate to how
people read TV commercials. This new series will feature books on
semiotic theory and applications of that theory to understanding
media, language, and related subjects. The series will publish
scholarly monographs of wide appeal to students and interested
non-specialists as well as scholars.



Marcel Danesi

Semiotics in Language Education

2000. 23 x 15,5 cm. 218 pages.
Cloth DM 178,- /EUR 91,01 /�S 1299,- /sFr 158,- /approx. US$ 111.00
ISBN 3-11-0169142

Paperback DM 68,- /EUR 34,77 /�S 496,- /sFr 62,-/ US$ 34.95*
ISBN 3-11-0169150
* for orders placed in North America
(Approaches to Applied Semiotics 2)



Students of foreign languages in classroom settings customarily
characterize their learning experience as a monumental struggle,
especially when they compare it to how easily and naturally they
learned how to speak their native language. Throughout the twentieth
century, this question came to constitute a central preoccupation of
language educators throughout the world. Using insights from
psychology and linguistics, the normal plan of language educators for
resolving the problem of how to impart native-like fluency in the
classroom was a relatively simple one - it consisted in devising
pedagogical practices and instructional materials based on these
insights. Teachers were then expected to adapt these to their
specific situations. But after a century of working under this plan,
surveys continue to show that only a small fraction of all language
students exposed to "scientifically-designed" classroom instruction
eventually achieve native-like proficiency. The vast majority of
students continue to struggle.

This book purposes that the challenges posed by classroom language
learning could be studied much more profitably from the particular
perspective of semiotic theory, than from the perspective of other
sciences.

Based on a series of research projects whose results show how powerful
semiotics is as a framework for investigating classroom language
learning, it is written as an introductory text for teachers,
educators, applied linguists, and anyone else interested in the
contribution that semiotics can make to language education.

The opening chapter provides a brief historical analysis of the main
trends in second language education in the twentieth century; the
second introduces the notion of network theory and the semiotic
principles upon which it is based; the third, fourth, and fifth
chapters then deal respectively with denotative, connotative, and
metaphorical concepts and the pedagogical implications that these
entail. Network theory is drafted in this book to provide a framework
for discussing student discourse in comparison to native-speaker
discourse. It is based on the idea that concepts form associative
connections based on sense and on inference.

In the book the notion of conceptual fluency is also developed as a
framework for describing learner errors, modes of discourse, and
typical representations in the foreign language.

Table of Contents

LANGUAGE TEACHING AND SEMIOTICS
Introductory remarks
Language education in the 20th century
Language acquisition
Semiotics and language education
Revisiting the SLT dilemma from a semiotic perspective

CONCEPTUAL STRUCTURE
Introductory remarks
Concepts
Surface structure
Pedagogical considerations

DENOTATIVE CONCEPTS
Introductory remarks
Denotation
Denotative discourse
Pedagogical considerations

CONNOTATIVE CONCEPTS
Introductory remarks
Connotation
Connotation in discourse
Pedagogical considerations

METAPHORICAL CONCEPTS
Introductory remarks
Metaphor
Mataphorical circuits
Pedagogical considerations
Concluding remarks



For more information please contact the publisher:
Mouton de Gruyter
Genthiner Str. 13
10785 Berlin, Germany
Fax: +49 30 26005 222
e-mail: ordersdegruyter.de

Please visit our website for other publications by Mouton de Gruyter
http://www.degruyter.com
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Monday, July 17, 2000