Teaching and learning another language strategically

Énfasis:
Historia de la Educación, Pedagogía y Educación Comparada
Serie:
Temas
Autor(es):
Rigoberto Castillo
ISBN:
978-958-8832-71-5
e-ISBN:
978-958-8832-72-2
Año:
2014
Paginas:
123
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This book emerged from my curiosity to become acquainted with the relation between language acquisition and strategic learning. I want to share with colleagues and with student-teacher-researchers the findings after several years of work with educators. This book attempts to address the question of how to promote experiential learning and problem solving. While in formal education, pupils require to develop the capacity to do something with what is learnt, such knowledge should, among other things, allow people to understand the society in which they live in and to solve real life problems.

Tabla de Contenido

Prólogo: Bitácora de este caleidoscopio para docentes7
Acknowledgments13
Introduction15
Chapter I 
Theories that illuminate Strategic Learning19
1. Information Processing Theory20
2. The Dimensions of Literacy23
3. Communicative Competence25
4. Strategic Learning: Background, theory and research28
Chapter II 
Strategic learning and reading competence37
A structure for strategic learning and reading40
Types of knowledge reading calls for and their corresponding strategies42
1. Knowledge of the content and experience (images and concepts) call for strategies for generating ideas (identification of macroframe)42
2. Procedural knowledge to organize the content calls for strategies for organizing ideas45
3. Knowledge of written discourse conventions call for editing strategies The control and verification of understanding runs through the revision for coherence46
4. Procedural knowledge required to apply the other types of knowledge in comparing a written discourse call for strategies for recognizing relevance (clarification and simplification)48
5. Procedural knowledge required to evaluate a written discourse calls for strategies for questioning textual information (taking a critical stand)49
Discussion53
Chapter III 
Strategic learning and listening competence55
Word-level factors58
Sentence-level factors58
Discourse-level factors59
Task-processing factors60
A structure for the development of listening63
Discussion71
Chapter IV 
Strategic learning and speaking competence73
A structure for promoting L2 speaking74
1. Knowledge of the content and experience (images and concepts) calls for strategies for recognizing ideas (identification of macroframe)74
2. Procedural knowledge to organize the content calls for strategies for organizing ideas (identification of schema)76
3. Knowledge of conventions of speaking calls for strategies for editing ideas (control and verification)78
4. Procedural knowledge required to apply the other types of knowledge in comparing a spoken discourse calls for strategies for recognizing relevance of ideas and coherence79
Chapter V 
Strategic learning and writing competence81
A theory of writing as a recursive process81
A structure for strategic learning and writing83
1. Knowledge of the content85
2. Procedural knowledge to organize the content87
3. Knowledge of conventions of writing92
4. Procedural knowledge required to apply the other types of knowledge in comparing a written product93
Discussion94
Chapter VI 
Implications of strategic learning for language education97
References101
Further reading109
Appendix 1115
Appendix 2117

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United States 40
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Canada 9
Spain 9
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