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E-grāmata: Reconstruction of Sense in the Foreign Language Classroom: An Introduction to Reconstructive Foreign Language Research

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  • Formāts: PDF+DRM
  • Sērija : Language Culture Literacy 9
  • Izdošanas datums: 31-May-2018
  • Izdevniecība: Peter Lang AG
  • Valoda: eng
  • ISBN-13: 9783631736487
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Reconstruction of Sense in the Foreign Language Classroom: An Introduction to Reconstructive Foreign Language ResearchPalielināt
  • Formāts: PDF+DRM
  • Sērija : Language Culture Literacy 9
  • Izdošanas datums: 31-May-2018
  • Izdevniecība: Peter Lang AG
  • Valoda: eng
  • ISBN-13: 9783631736487
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This book is an introduction to reconstructive foreign language research using the documentary method. It contains an intensive reflection on social practices and the role of language awareness within the context of the instructional interaction in the foreign language classroom. The narrative interview can independently be used for research on language and professional biographies as well as professional dispositions, and attitudes of foreign language teachers provide valuable insights into biographical formations. Similarly, it can be deployed for research on the foreign language learner, too. The working steps of the documentary method are being illustrated on the basis of concrete examples so that the book can be used by researchers as well as by students as a methodological introduction.



This book is an introduction to reconstructive foreign language research using the documentary method. It contains an intensive reflection on social practices and the role of language awareness within the context of the instructional interaction in the foreign language classroom.

1 Introduction: The reconstructive approach to foreign language teaching and learning
11(16)
2 The reconstruction of sense in the foreign language classroom
27(58)
2.1 Methodological principles
27(29)
2.1.1 Methodologically controlled foreign understanding
27(2)
2.1.2 Discourse development in foreign language teaching
29(6)
2.1.3 The indexicality of communication
35(1)
2.1.4 Frame orientations
36(3)
2.1.5 Typification
39(2)
2.1.6 Interlanguage and language awareness
41(6)
2.1.7 Learning group milieus and conjunctive realms of experience
47(4)
2.1.8 A social-interactional teaching and learning model in foreign language teaching
51(5)
2.2 Communication via texts
56(11)
2.2.1 Communication via literary texts
57(4)
2.2.2 Communication via visual texts
61(6)
2.3 Communication about texts
67(11)
2.3.1 Image-Text-Task
68(4)
2.3.2 Sample task: Personal description
72(6)
2.4 Communication about experiences in the foreign language classroom, about teaching and about learning languages
78(7)
3 Procedural steps of the documentary method
85(32)
3.1 Group discussion and class discussion
85(25)
3.1.1 Participant observation, audio recording and transcription
85(6)
3.1.2 Formulating interpretation
91(4)
3.1.3 Reflecting interpretation
95(4)
3.1.4 Case description
99(5)
3.1.5 Typification
104(6)
3.2 The narrative interview
110(7)
3.2.1 Formal interview analysis
111(2)
3.2.2 Contentual interview analysis
113(1)
3.2.3 Case description and case comparison
114(3)
4 Case workshop
117(58)
4.1 The comic Ne me quitte pas in the Spanish classroom
117(32)
4.1.1 Research questions and research frameworks
117(3)
4.1.2 Jordi Lafebre, Ne me quitte pas: Analysing the sense of the text
120(4)
4.1.3 Ne me quitte pas: Analysing the sense of the task
124(8)
4.1.4 From asking "what" to asking "how": Changing the analysis settings
132(11)
4.1.5 Case comparison and typification
143(6)
4.2 Communication about teaching languages. The narrative interviews with Bianca and Anne
149(26)
4.2.1 Interview with Bianca
149(12)
4.2.2 Interview with Anne
161(8)
4.3.3 Case comparison of narrative interviews
169(6)
5 Prospects
175(4)
Bibliography 179(14)
List of tables and figures 193(2)
Glossary 195(12)
Keyword Index 207
Bernd Michael Tesch is professor of foreign language teaching and learning research centred on the didactics of French and Spanish at the university of Kassel (Germany). He has worked as a teacher at state schools at home and abroad and at the Institute for Educational Quality Improvement (IQB) in Berlin.
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