LEADER 04660nam 2200793Ia 450 001 9910792328703321 005 20230725023502.0 010 $a1-282-71607-7 010 $a9786612716072 010 $a3-11-022446-1 024 7 $a10.1515/9783110224467 035 $a(CKB)2670000000019187 035 $a(EBL)533657 035 $a(OCoLC)630543123 035 $a(SSID)ssj0000426109 035 $a(PQKBManifestationID)11264034 035 $a(PQKBTitleCode)TC0000426109 035 $a(PQKBWorkID)10373300 035 $a(PQKB)11027247 035 $a(MiAaPQ)EBC533657 035 $a(DE-B1597)38079 035 $a(OCoLC)646068504 035 $a(OCoLC)979882786 035 $a(OCoLC)984644037 035 $a(OCoLC)987934149 035 $a(OCoLC)992524320 035 $a(OCoLC)999354710 035 $a(DE-B1597)9783110224467 035 $a(Au-PeEL)EBL533657 035 $a(CaPaEBR)ebr10386028 035 $a(CaONFJC)MIL271607 035 $a(EXLCZ)992670000000019187 100 $a20100201d2010 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aProblem solving in a foreign language$b[electronic resource] /$fby Lena Heine 210 $aBerlin ;$aNew York $cMouton de Gruyter$d2010 215 $a1 online resource (229 p.) 225 1 $aStudies on language acquisition ;$v41 300 $aDescription based upon print version of record. 311 $a3-11-022445-3 320 $aIncludes bibliographical references and index. 327 $t Frontmatter -- $tContents -- $tFigures -- $tTables -- $tChapter 1. Introduction -- $tChapter 2. Language and thinking -- $tChapter 3. Problem solving -- $tChapter 4. Language-specific cognitive processes -- $tChapter 5. A model of conceptual-linguistic task solving -- $tChapter 6. Task design and task analysis -- $tChapter 7. Think-aloud data -- $tChapter 8. A coding scheme -- $tChapter 9. Problem solving in a foreign language -- $tChapter 10. Evaluation of the think-aloud method -- $tChapter 11. Results and discussion -- $t Backmatter 330 $aAlthough Content and Language Integrated Learning (CLIL) is a popular teaching method, research on CLIL has nearly exclusively focused on aspects of language learning. Besides that, we are still lacking any cognitively well-grounded theory about the special features of contexts in which the focus is on content learning, but in which a foreign language is used as the medium of communicating information. This book re-examines the basis for CLIL from a cognitive perspective and investigates how the use of a foreign language as a working language influences the processing of content. It summarizes findings from cognitive psychology on thinking, problem solving and conceptual processing, and integrates them with models of language-specific mental activities such as speech processing and text composition. This provides a theoretically well-grounded basis for the understanding of the special features of CLIL, and promotes a Cognitive Linguistic perspective on CLIL pedagogy.The theoretical considerations form the basis for an empirical study that offers the first insights into what CLIL learners actually do when they solve content-focused tasks while using an L2. Through spontaneous verbalization of thought, detailed verbal protocols were elicited and analysed into language and content focused cognitive processes. The analysis shows that both language and conceptual thought interact closely and that a focus on language in general has positive effects on the processing of semantic content; the use of an L2 as working language can enhance this effect. Additionally, the study offers a thorough reflection and new perspectives on verbal protocols as research tools, in particular in L2 contexts. 410 0$aStudies on language acquisition ;$v41. 606 $aSecond language acquisition$xStudy and teaching 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage and culture 606 $aSociolinguistics 610 $aCLICL. 610 $aLanguage Teaching. 610 $aSecond Language Acquisition. 615 0$aSecond language acquisition$xStudy and teaching. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLanguage and culture. 615 0$aSociolinguistics. 676 $a418.0071 686 $aES 861$2rvk 700 $aHeine$b Lena$0995220 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792328703321 996 $aProblem solving in a foreign language$93869460 997 $aUNINA