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Author: Deniz Ortactepe
Publisher: Cambridge Scholars Publishing
ISBN: 1443843180
Category : Language Arts & Disciplines
Languages : en
Pages : 270
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Book Description
The relationship between language and culture has been the focus of attention in the fields of anthropology, applied linguistics, sociolinguistics and sociology, especially in regard to the acquisition of language and negotiation of identity. Schieffelin and Ochs’ (1986) framework of language socialization, in this respect, has inspired a variety of research, each of which approaches individuals’ socialization processes from a different perspective. Second language (L2) acquisition research has also benefited from this framework to explore L2 learners’ linguistic and social development in the target language culture. This volume offers a new perspective to analyze L2 socialization. Since adult L2 learners have already acquired the norms and values of their native culture through first language socialization (Kecskes, 2002; Matsumura, 2001), their experience with the L2 leads to conceptual blending and restructuring of what they already have. Therefore, the present book talks about “conceptual socialization” (Kecskes, 2002), a theoretical framework that is proposed in this study to refer to the process that L2 learners go through in becoming members of the target language community. The aim of the study presented in this volume is to explore the process of conceptual socialization by investigating its impact on international students’ social and linguistic development. Both qualitative and quantitative methods were used to identify and explore the changes in the students’ social and linguistic repertoire. While there is a plethora of research on English as second language learners and short-term study abroad students within the field of applied linguistics and interlanguage pragmatics, the trajectories of long-term international students who pursue graduate degrees abroad remain untold. Considering the increasing number of international students in the US and the challenges awaiting them in the new sociocultural environment, this volume plays a substantial role in exploring the process that international students go through as a result of their conceptual socialization. The findings presented in this book will not only shed light on how international students become socialized into the target culture’s linguistic and sociocultural repertoires, but will also provide recommendations for the prospective international students so as to facilitate their conceptual socialization process.
Author: Deniz Ortactepe
Publisher: Cambridge Scholars Publishing
ISBN: 1443843180
Category : Language Arts & Disciplines
Languages : en
Pages : 270
Get Book Here
Book Description
The relationship between language and culture has been the focus of attention in the fields of anthropology, applied linguistics, sociolinguistics and sociology, especially in regard to the acquisition of language and negotiation of identity. Schieffelin and Ochs’ (1986) framework of language socialization, in this respect, has inspired a variety of research, each of which approaches individuals’ socialization processes from a different perspective. Second language (L2) acquisition research has also benefited from this framework to explore L2 learners’ linguistic and social development in the target language culture. This volume offers a new perspective to analyze L2 socialization. Since adult L2 learners have already acquired the norms and values of their native culture through first language socialization (Kecskes, 2002; Matsumura, 2001), their experience with the L2 leads to conceptual blending and restructuring of what they already have. Therefore, the present book talks about “conceptual socialization” (Kecskes, 2002), a theoretical framework that is proposed in this study to refer to the process that L2 learners go through in becoming members of the target language community. The aim of the study presented in this volume is to explore the process of conceptual socialization by investigating its impact on international students’ social and linguistic development. Both qualitative and quantitative methods were used to identify and explore the changes in the students’ social and linguistic repertoire. While there is a plethora of research on English as second language learners and short-term study abroad students within the field of applied linguistics and interlanguage pragmatics, the trajectories of long-term international students who pursue graduate degrees abroad remain untold. Considering the increasing number of international students in the US and the challenges awaiting them in the new sociocultural environment, this volume plays a substantial role in exploring the process that international students go through as a result of their conceptual socialization. The findings presented in this book will not only shed light on how international students become socialized into the target culture’s linguistic and sociocultural repertoires, but will also provide recommendations for the prospective international students so as to facilitate their conceptual socialization process.
Author: Krishna Bista
Publisher: OJED/STAR
ISBN:
Category : Education
Languages : en
Pages : 84
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Book Description
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education. www.ojed.org/jis
Author: John C. Weidman
Publisher: Springer Nature
ISBN: 3030333507
Category : Education
Languages : en
Pages : 325
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Book Description
This book celebrates the contributions of John Weidman and his colleagues to the understanding of student socialization in higher education. It includes innovative chapters reflecting new approaches to higher education student socialization with respect to students of color, gender, STEM, and students in higher education systems outside the USA. Specifically, the book examines socialization between and within in a range of groups, including national, international and minority students, parents, doctoral students, early career faculty, and scholarly practitioners. The book assesses methodological approaches and suggests directions for reformulating theory and practice. Using sociological perspectives to address issues and concerns at both the undergraduate and graduate levels, the book gives renewed life to the college impact literature. It includes revisions and expansions of the original Weidman frameworks based on the synthesis of existing research with new work reflecting unique perspectives by a variety of authors. John Weidman has been an indisputable force in the study and understanding of student socialization in higher education. This new book by Weidman and his coeditor, Linda DeAngelo, represents an undeniably significant and welcomed expansion of the original “Weidman model” of student socialization. In updating and revising the original model, chapter authors give attention to various contemporary issues such as student diversity, gender differences, early career experiences, and internationalism. Whether one samples only some of the articles that constitute this book or reads all of them, the professional payoff will be substantial. Kenneth A. Feldman, Professor of Sociology, Stony Brook University John Weidman has made a number of groundbreaking contributions to our understanding of student socialization in postsecondary education. This book, edited with Linda DeAngelo, brings together a group of fine scholars whose contributions will push our understanding even further. It is a significant addition to the college impact literature. Ernest T. Pascarella, Petersen Chair in Higher Education, University of Iowa
Author: Istvan Kecskes
Publisher: Springer Nature
ISBN: 3031301609
Category : Philosophy
Languages : en
Pages : 336
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Book Description
The book aims to serve as a theoretical framework for the socio-cognitive approach (SCA) that is an alternative to the two main lines of pragmatics research: linguistic-philosophical pragmatics and sociocultural-interactional pragmatics. SCA broadens the scope of the field with an intent to incorporate not only L1 communication but also intercultural communication, and communication in a second language. The author integrates the pragmatic view of cooperation and the cognitive view of egocentrism and emphasizes that both cooperation and egocentrism are manifested in all phases of communication, albeit to varying extents. SCA places equal importance on the social and cognitive individual factors in pragmatics. The author claims that while (social) cooperation is an intention-directed practice that is governed by relevance, (individual) egocentrism is an attention-oriented trait dominated by salience. The book serves as a theoretical guide for researchers and students who would like to understand how we need to change first language-based theories to make sense of what happens not only in L1 but also in intercultural and multi-lingual interactions.
Author: Monika Reif
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501500406
Category : Language Arts & Disciplines
Languages : en
Pages : 203
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Book Description
Only 15 years ago bilingualism was somewhat outside the main debates in cognitive linguistics. Cognitive linguistics had, to a large extent, taken for granted the fact that language is embodied in our experience. However, not much attention was given to questions of whether any changes to our language repertoire alter the way we perceive the world around us. A growing body of recent research suggests that one cannot understand the cognitive foundations of language without looking at bi- and multilingual speakers. In this vein, the present book aims to contribute to the existing debate of the relationship between language, culture and cognition by assessing differences and similarities between monolingual and bilingual language acquisition and use. In particular, it investigates the effect of conceptual-semantic and pragmatic properties of constructions on code choice and code switching, as well as the impact of bilingual and bicultural education on speakers’ cognitive development. This collective volume systematises, reviews, and promotes a range of theoretical perspectives and research techniques that currently inform work across the disciplines of bilingualism and code switching.
Author: Istvan Kecskes
Publisher: Cambridge University Press
ISBN: 1107103800
Category : Language Arts & Disciplines
Languages : en
Pages : 271
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Book Description
Explores the language behaviour of speakers of English as a Lingua Franca (ELF), through the lens of Gricean pragmatics. It will be of interest to a wide range of scholars across the fields of pragmatics, language contact, world Englishes, second language acquisition, and English as a second language.
Author: Yuqi Wang
Publisher: Springer Nature
ISBN: 9811963525
Category : Language Arts & Disciplines
Languages : en
Pages : 144
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Book Description
This book adopts a cross-sectional approach and mainly focuses on one of the core pragmatic constructs, formulaic/pragmatic routines, in addition to components put forward by Roever (2011) and Taguchi (2013). It actively integrates multidimensional pragmatic modalities—including both production (initiating and responding) and reception (recognition, comprehension, and perception), together with learners’ cognitive processes—rather than one or two types of task modalities. Focusing more on the Chinese EFL context instead of Japanese or European L1 learners, it also takes advantage of an emerging instrument, the computer-animated elicitation task, for data collection based on authentic oral responses and to avoid “coached” responses. The socio-cognitive approach, proposed by the famous linguistic expert Prof. Istvan Kecskes, is subsequently applied to conduct an in-depth analysis of the data. Hence, the book introduces a new and fruitful theoretical perspective to the traditional L2 pragmatic research field.
Author: Yolanda Ruiz de Zarobe
Publisher: Routledge
ISBN: 1315448106
Category : Language Arts & Disciplines
Languages : en
Pages : 188
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Book Description
In recent years we have witnessed a growing interest in multilingualism and its relationship with the learning and teaching of second/foreign languages. However, multilingualism is a highly complex phenomenon, which has a direct influence on how we learn languages. For instance, do we learn a second/foreign language in a similar way in a multilingual context as in a monolingual one? What is the role of the other languages spoken in the community? Do contrasting learning contexts, like CLIL or studying abroad, produce different results? Can positive emotions such as foreign language enjoyment have an active role in the foreign language learning process? These and other topics will be discussed in this book, with the aim of understanding multilingualism, how languages are learned and how to teach them better. This book was originally published as a special issue of the International Journal of Multilingualism.
Author: Chatham, Daniel
Publisher: IGI Global
ISBN: 1799856003
Category : Education
Languages : en
Pages : 382
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Book Description
The current learning environment is substantially different than what existed for most of the 20th century. Learners and teachers today must navigate in perpetually changing contexts where education is influenced by technological advancement and obsolescence, economic barriers, a changing employment landscape, and even international politics. Studies indicate that employers seek to hire graduates with strong skills in areas coalescing around international awareness, creativity, communication, leadership, and teamwork. Skills and experiences in these areas are necessary preparation for the current economy and to pursue jobs that do not exist yet, while providing some insulation against the obsolescence of industries that lack these characteristics. These interpersonal skills are not often the subject of students’ degrees, yet there are opportunities in online education to cultivate them. With increased interest in new career options comes the need to reconsider how to teach subjects in the increasingly online environment. Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment is a critical reference book that navigates today’s dynamic education requirements and provides examples of how online learning can foster growth in skill areas necessary for career advancement through effective course design. Moreover, it helps educators gain insight into online pedagogy and course design for the 21st century learner and prepares them to convert traditional courses and enhance existing online courses, thereby supporting students’ growth and development in the highly dynamic online learning environment. Focusing on specific learning activities, assessments, engagement, communication techniques, and more, this book provides a valuable resource for those seeking to upgrade teaching and learning into the online environment, those that seek better employment outcomes for their students, and those seeking to explore contemporary online course design strategies or examples. This includes teachers, instructional designers, curriculum developers, academicians, researchers, and students.
Author: Istvan Kecskes
Publisher: Oxford University Press, USA
ISBN: 0199892652
Category : Language Arts & Disciplines
Languages : en
Pages : 288
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Book Description
In Intercultural Pragmatics, the first book on the subject, Istvan Kecskes establishes the foundations of the field, boldly combining the pragmatic view of cooperation with the cognitive view of egocentrism in order to incorporate emerging features of communication.
