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LINGUIST List 21.1426

Tue Mar 23 2010

Books: Applied Ling/Lang Acquisition/Ling Theories: Heine

Editor for this issue: Fatemeh Abdollahi <fatemehlinguistlist.org>

Links to the websites of all LINGUIST's supporting publishers are available at the end of this issue.
        1.    Julia Ulrich, Problem Solving in a Foreign Language: Heine

Message 1: Problem Solving in a Foreign Language: Heine
Date: 19-Mar-2010
From: Julia Ulrich <julia.ulrichdegruyter.com>
Subject: Problem Solving in a Foreign Language: Heine
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Title: Problem Solving in a Foreign Language
Subtitle: A Study in Content and Language Integrated Learning
Series Title: Studies on Language Acquisition [SOLA] 41
Published: 2010
Publisher: De Gruyter Mouton

Book URL: http://www.degruyter.de/cont/fb/sk/detailEn.cfm?id=IS-9783110224450-1

Author: Lena Heine
Electronic: ISBN: 9783110224467 Pages: 228 Price: Europe EURO 99.95
Hardback: ISBN: 9783110224450 Pages: 228 Price: Europe EURO 99.95

Although Content and Language Integrated Learning (CLIL) is a popular
teaching method, research on CLIL has nearly exclusively focused on aspects
of language learning. Besides that, we are still lacking any cognitively
well-grounded theory about the special features of contexts in which the
focus is on content learning, but in which a foreign language is used as
the medium of communicating information.

This book re-examines the basis for CLIL from a cognitive perspective and
investigates how the use of a foreign language as a working language
influences the processing of content. It summarizes findings from cognitive
psychology on thinking, problem solving and conceptual processing, and
integrates them with models of language-specific mental activities such as
speech processing and text composition. This provides a theoretically
well-grounded basis for the understanding of the special features of CLIL,
and promotes a Cognitive Linguistic perspective on CLIL pedagogy.

The theoretical considerations form the basis for an empirical study that
offers the first insights into what CLIL learners actually do when they
solve content-focused tasks while using an L2. Through spontaneous
verbalization of thought, detailed verbal protocols were elicited and
analysed into language and content focused cognitive processes. The
analysis shows that both language and conceptual thought interact closely
and that a focus on language in general has positive effects on the
processing of semantic content; the use of an L2 as working language can
enhance this effect. Additionally, the study offers a thorough reflection
and new perspectives on verbal protocols as research tools, in particular
in L2 contexts.

Linguistic Field(s): Language Acquisition
                            Linguistic Theories
                            Applied Linguistics
                            Language Teaching

Written In: English (eng )

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