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Second Language Teaching: A View from the Right Side of the Brain 2003 ed. [Hardback]

  • Formāts: Hardback, 172 pages, height x width: 244x170 mm, weight: 980 g, XI, 172 p., 1 Hardback
  • Sērija : Topics in Language and Linguistics 8
  • Izdošanas datums: 30-Sep-2003
  • Izdevniecība: Springer-Verlag New York Inc.
  • ISBN-10: 1402014880
  • ISBN-13: 9781402014888
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Second Language Teaching: A View from the Right Side of the Brain 2003 ed.Palielināt
  • Formāts: Hardback, 172 pages, height x width: 244x170 mm, weight: 980 g, XI, 172 p., 1 Hardback
  • Sērija : Topics in Language and Linguistics 8
  • Izdošanas datums: 30-Sep-2003
  • Izdevniecība: Springer-Verlag New York Inc.
  • ISBN-10: 1402014880
  • ISBN-13: 9781402014888
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781402014888.html
Keywords:
Danesi (U. of Toronto) provides language teachers, curriculum planners, and applied linguists with pedagogical insights he has gained from neuroscientific research and its implications for second language teaching (SLT). Focusing on the different functions of the left and right hemispheres, Danesi argues that understanding of the differing L-mode, R-mode, and intermodal processes can be purposefully used to make SLT "brain-compatible." He provides numerous practical examples of ways to apply these neuroscientific principles to activate the brain in the classroom and increase the effectiveness of SLT. Annotation (c) Book News, Inc., Portland, OR (booknews.com)

Second Language Teaching, A View from the Right Side of the Brain: -offers a practical introduction to the use of neuroscience to teach second languages; -provides information on the relation between how the brain learns and how this can be used to construct classroom activities; -evaluates methods, syllabi, approaches, etc. from the perspective of brain functioning; -illustrates how teaching can unfold with actual examples in several languages. This volume is indispensable in courses designed for language teachers, curriculum planners, and applied linguists.

This volume offers a practical introduction to the use of neuroscience to teach second languages. It provides information on the relation between how the brain learns and how this can be used to construct classroom activities, evaluates methods, syllabi, approaches, etc. from the perspective of brain functioning. It illustrates how teaching can unfold with actual examples in several languages.

Recenzijas

From the reviews:









"The goal of this book is to inform second language instructors and researchers of an alternative approach to SLT. For researchers intrigued by the brain-based learning approach, this book provides a simulating overview of this novel approach in learning and acquiring a second language. This book is therefore highly recommended for language instructors who are passionate about applying the brain-based learning approach. For those interested in further reading in this exciting area the volume provides an extensive, 28-page general bibliography ." (Cheryl Choe, Korea TESOL Journal, Vol. 7 (1), 2004)

Papildus informācija

Springer Book Archives
Preface ix
The Second Language Teaching Dilemma
1(23)
Introduction
1(11)
The SLT Dilemma
2(2)
The ``Method Response''
4(1)
Grammar-Translation Pedagogy
4(2)
The Direct Method
6(2)
The Reading and Oral Methods
8(1)
The Audiolingual Method
9(2)
The Cognitive-Code Method
11(1)
Post-Method Responses
12(4)
Communicative Language Teaching
13(1)
Humanistic and Neurolinguistic Methods
14(1)
The Proficiency Movement
15(1)
Some Issues
16(6)
Acquisition vs. Learning
16(1)
Universal Grammar Theory
17(3)
The Critical Period Hypothesis
20(1)
The Role of Culture
20(2)
The Foray into the Neurosciences
22(2)
Looking to Brain Research for Insights
24(24)
Introduction
24(1)
The Brain
25(6)
The Cerebrum and the Cerebellum
26(2)
The Brain Stem
28(1)
Neuronal Structure
29(2)
Memory
31(1)
Historical Background
31(6)
Cerebral Dominance Theory
33(1)
Complementary Hemisphericity Theory
34(2)
Recent Trends
36(1)
The Neurolinguistic Methods
37(5)
Suggestopedia
37(3)
Total Physical Response
40(1)
The Natural Approach
41(1)
Neurolinguistic Questions
42(6)
The SLA = NLA Hypothesis
43(1)
The CPH Issue
43(1)
The Role of the RH in SLA
44(1)
UG Theory
45(3)
Making Second Language Teaching ``Brain-Compatible''
48(24)
Introduction
48(2)
Two Modal Principles
50(7)
The Modal Flow Principle
51(4)
The Modal Focusing Principle
55(2)
The Contextualization Principle
57(4)
Cultural Contextualization
58(1)
Practical Contextualization
58(3)
The Conceptualization Principle
61(7)
Concrete Concepts
62(1)
Abstract Concepts
63(1)
Implications
64(4)
Revamping Contrastive Analysis
68(4)
Fine Tuning the Brain for Language Acquisition
72(30)
Introduction
72(1)
Conceptual Competence
72(17)
Neuroscientific Research on Metaphor
77(1)
Conceptual Metaphor Theory
78(8)
Extending the Theory
86(3)
Revisiting the SLT Dilemma
89(8)
Conceptual Systems in Contact
91(1)
A Conceptually-Based CA
92(5)
Practical Implications
97(5)
Activating the Brain in the Classroom
102(25)
Introduction
102(2)
Repertoire of Techniques
104(14)
Structural Techniques
105(5)
Visual Techniques
110(1)
Ludic Techniques
111(4)
Humor Techniques
115(2)
Role-Playing Techniques
117(1)
Organizational Issues
118(8)
Selecting an Appropriate Technique
118(7)
Integrating Linguistic, Communicative, and Conceptual Systems
125(1)
Concluding Remarks
126(1)
Glossary and Abbreviations 127(14)
Cited Works and General Bibliography 141(28)
Index 169