Integrated Skills Development―Comprehending and Producing Texts in a Foreign Language(Hituzi Linguistics in English〈No.36〉) [単行本]

Integrated Skills Development―Comprehending and Producing Texts in a Foreign Language(Hituzi Linguistics in English〈No.36〉) の 商品概要

• 目次

  Preface
  List of Figures and Tables
  
  
  
  PART I　Comprehension of a passage
  Overview
  
  chapter 1　Definition of comprehension
  Introduction
  1.1.　What is comprehension?
  1.1.1.　Sentence and text level comprehension
  1.1.2.　Making sense of text
  1.2.　Cognitive abilities required in comprehension
  1.2.1.　Microstructure
  1.2.2.　Macrostructure
  1.2.3.　Mental representation
  1.3.　Coherence
  1.4.　Inference
  1.5.　Text types
  1.5.1.　Information reports
  1.5.2.　Procedural texts
  1.5.3.　Explanations
  1.5.4.　Recounts
  1.5.5.　Transactional texts
  1.5.6.　Persuasive texts
  1.6.　Successful comprehension
  1.7.　Comprehension in a foreign language
  
  chapter 2　General processing in comprehension
  Introduction
  2.1.　Decoding
  2.2.　Analysing/parsing
  2.3.　Construction and integration
  2.3.1.　Microstructure formation
  2.3.2.　Macrostructure formation
  2.4.　Bottom-up and top-down
  2.4.1.　Bottom-up processing
  2.4.2.　Top-down processing
  2.5.　Conceptual knowledge
  2.6.　Good comprehender behaviours and skills development
  2.7.　Understanding multimodal texts
  2.8.　Multiple text comprehension
  2.9.　L2 to L1 (backward/direct) translation system
  
  chapter 3　Auditory input and comprehension
  Introduction
  3.1.　Sound perception
  3.2.　Word recognition and syntactic processing
  3.3.　Comprehension
  3.4.　Closed captioning
  3.5.　Assessment-based instructions
  3.5.1.　Cognitive aspects
  3.5.2.　Task issues
  3.5.3.　Skills development
  
  chapter 4　Orthographic input and comprehension
  Introduction
  4.1.　Theoretical models of reading
  4.2.　Components of reading
  4.2.1.　Letter recognition
  4.2.2.　Grapheme-phoneme correspondence rules
  4.2.3.　Word recognition
  4.2.4.　Semantic, syntactic, and prosodic knowledge
  4.2.5.　Comprehension and interpretation
  4.2.6.　Deep reading
  4.3.　Effective reading onscreen
  4.3.1.　Attention, empathy, and reading
  4.3.2.　Shallow reading strategy onscreen
  4.4.　Assessment-based instructions
  4.4.1.　Cognitive aspects
  4.4.2.　Task issues
  4.4.3.　Skills development
  
  
  PART II　Production of a passage
  Overview
  
  chapter 5 Definition of production
  Introduction
  5.1.　What is language production?
  5.2.　Production proficiency
  5.3.　Comprehension and production
  5.3.1.　Developmental sequence
  5.3.2.　Comprehending speakers and producing listeners
  5.3.3.　Assessing comprehension through production
  
  chapter 6　General processing in production
  Introduction
  6.1.　Conceptualisation
  6.2.　Formulation
  6.3.　Execution and encoding
  6.4.　Monitoring
  6.5.　Online interactions: Chatting and texting
  6.6.　L1 to L2 (forward/inverse) translation system
  6.7.　Translanguaging
  6.7.1.　Possibility of translanguaging
  6.7.2.　Place of L1 in the L2 classroom
  
  chapter 7　Auditory output and production
  Introduction
  7.1.　Communicative interactions
  7.1.1.　Dialogue
  7.1.2.　Successful communication
  7.2.　Narratives
  7.2.1.　Imaginative or fictional narratives
  7.2.2.　Informative narratives
  7.2.3.　Narrative types and construction
  7.3.　Pronunciation
  7.4.　Differing speech types
  7.4.1.　Presentation
  7.4.2.　Discussion
  7.4.3.　Expression
  7.5.　Assessment-based instructions
  7.5.1.　Cognitive aspects
  7.5.2.　Task issues
  7.5.3.　Skills development
  
  chapter 8　 Orthographic output and production
  Introduction
  8.1.　Writing processes
  8.1.1.　Plan, organise, generate, and revise
  8.1.2.　Executive functions and self-regulation
  8.2.　Skills for writing
  8.2.1.　Composing skills and strategies
  8.2.2.　Good writing
  8.3.　Reading and writing relationships
  8.4.　Assessment-based instructions
  8.4.1.　Cognitive aspects
  8.4.2.　Task issues
  8.4.3.　Skills development
  
  
  PART III　Integrating comprehension and production
  Overview
  
  chapter 9　The place of sounds and letters in text processing
  Introduction
  9.1.　Language development and education
  9.1.1.　Primary school years (ages 6 - 9)
  9.1.2.　Middle childhood (ages 9 - 13)
  9.1.3.　Adolescence (ages 13 - 18)
  9.1.4.　From decoding to comprehension and production
  9.2.　Working memory, frequency, and automaticity
  9.3.　Lexical representations
  9.4.　Parsing strategies
  9.5.　Fluency
  9.5.1.　Fluent comprehension
  9.5.2.　Fluent production
  
  chapter 10　Multimodal literacy and technology-enhanced language learning
  Introduction
  10.1.　What is multimodality?
  10.2.　Principles for multimodal learning
  10.3.　New communication and affordances: Insights from cyberpsychology
  10.3.1.　Computer-mediated communication
  10.3.2.　Internet
  10.3.3.　Affordances of paper and computers
  10.4.　Audition and vision
  10.5.　Technology and learning
  10.5.1.　General perspectives
  10.5.2.　Technology and language learning
  10.6.　Multimodal teaching materials
  
  chapter 11　Integrated skills
  Introduction
  11.1.　Comprehension instruction
  11.1.1.　Components of comprehension
  11.1.2.　Comprehension strategies
  11.2.　Multisensory language education
  11.3.　Transformative learning
  11.4.　Key areas to consider in integrated language skills
  11.4.1.　Overview of integrated skills
  11.4.2.　Skill building
  11.5.　Discussion and argumentation
  11.5.1.　Discussion
  11.5.2.　Argumentation
  
  chapter 12　Toward deeper learning
  Introduction
  12.1.　What learners need to master
  12.2.　How learners attain proficiency
  12.3.　Representative tasks
  12.4.　Guidelines for preparing integrated tasks
  12.4.1.　Receptive skills
  12.4.2.　Productive skills
  12.5.　Possibility of retelling and summary writing
  12.5.1.　Retellings
  12.5.2.　Summary writing
  12.6.　Scaffolding and feedback
  
  Concluding remarks
  Bibliography
  Index

• 内容紹介

  本書の目的は、英語教育の新理論を提案することにある。統合型の外国語教育を効果的かつ効率的に展開していくに当たり、その理論的基盤となる、文章の理解と作成のメカニズムを解明する。現在、マルチモーダルとしての電子機器使用が一般化している。多感覚器処理に関する認知科学の研究成果に基づき、聴覚・視覚情報処理及び思考過程に焦点を当てながら、単語、句、文を超えた、文章レベルの理解と創作の関係性を探究していく。

• 著者紹介（「BOOK著者紹介情報」より）（本データはこの書籍が刊行された当時に掲載されていたものです）

  中森 誉之(ナカモリ タカユキ)
  学歴、横浜国立大学教育学部中学校教員。養成課程英語科（学士）、ロンドン大学（ＵＣＬ）大学院音声学・言語学研究科（言語学修士）、東京学芸大学大学院連合学校教育学研究科（教育学博士）。職歴、日本学術振興会特別研究員、横浜国立大学非常勤講師を経て、京都大学大学院人間・環境学研究科准教授

• 著者について

  中森　誉之 (ナカモリ　タカユキ)
  〈学歴〉横浜国立大学教育学部中学校教員養成課程英語科（学士）、ロンドン大学（UCL）大学院音声学・言語学研究科（言語学修士）、東京学芸大学大学院連合学校教育学研究科（教育学博士）。
  〈職歴〉日本学術振興会特別研究員、横浜国立大学非常勤講師を経て、現在京都大学大学院人間・環境学研究科准教授。
  
  主な著書
  ・『技能を統合した英語学習のすすめ』（ひつじ書房2018）
  ・『デジタル世界の外国語』（開拓社2022）

Integrated Skills Development―Comprehending and Producing Texts in a Foreign Language(Hituzi Linguistics in English〈No.36〉) の商品スペック