Vygotsky's psycho-semiotics : Theories, instrument and interpretive analyses In collaboration with Frith Luton.
Title:
Vygotsky's psycho-semiotics : Theories, instrument and interpretive analyses In collaboration with Frith Luton.
Author:
Liu, Charlotte Hua.
ISBN:
9783035102192
Personal Author:
Physical Description:
1 online resource (251 pages)
Contents:
TABLE OF CONTENTS -- List of Diagrams, Tables and Excerpts xi -- Acknowledgement xiii -- INTRODUCTION - The Questions of Research 1 -- What the study did not do 2 -- Signifi cance of the study 3 -- CHAPTER 1 - EPISTEMOLOGICAL CONTEXTS -- 1.1 Speech and Thinking 5 -- 1.2 Unconsciousness in Ontogenesis 7 -- 1.3 Consciousness and Unconsciousness in Speech 10 -- 1.4 The Problem of the Social Environment 15 -- Chapter Overview 19 -- CHAPTER 2 - INTRAPSYCHOLOGY AND PSYCHOLOGICAL STRUCTUREOF SEMIOTICS -- 2.1 Language as Symbols 21 -- 2.2 Inner Speech as Intrapsychological Interaction 24 -- 2.3 Predicativity in Inner and External Speech 26 -- Chapter Overview 30 -- CHAPTER 3 - INTERPSYCHOLOGICAL INTERACTION -- 3.1 Apperception and Learning 33 -- 3.2 Apperceptive Socialisation 38 -- 3.3 Projection in Social Interaction 42 -- 3.4 Proleptic Teaching 45 -- Chapter Overview 48 -- CHAPTER 4 - CLASSROOM PSYCHO-SEMIOTICS -- 4.1 Structure of Task and Participation (Structural Dimension) 52 -- 4.1.1 Interpsychological origin of the structural dimension 53 -- 4.1.2 External level of the structural dimension 57 -- 4.1.3 Internal level of the structural dimension 58 -- 4.2 Functional Systematicity of Conceptual Teaching(Conceptual Dimension) 62 -- 4.2.1 Conceptual teaching activity: external andinternal levels -- 4.2.2 Conceptual teaching language: external andinternal levels 64 -- A. Generality and generalisation 67 -- B. Intertextuality and tension 70 -- 4.3 Interpsychological Encounter (Social Dimension) 75 -- 4.3.1 The external level: externalisation of thinking 76 -- 4.3.2 The internal level: structural interaction 77 -- Section overview 82 -- 4.4 Internal Order of Interaction (Historical Dimension) 83 -- Chapter Overview 89 -- CHAPTER 5 - L2 EDUCATION FROM A VYGOTSKYAN PERSPECTIVE -- 5.1 An Alternative Position of Language Education 91.
5.2 Conceptual Instructions in Language Education 92 -- 5.3 Scientifi c and Spontaneous Concepts 94 -- 5.4 Vygotsky's Additional Language Education Theories 96 -- 5.4.1 Interrelationships between L1 and L2 96 -- 5.4.2 A '1 + 1 > 2' perspective 97 -- 5.4.3 Prior knowledge 99 -- 5.4.4 Social relationships in the L2 classroom 101 -- 5.5 'Scientifi c Concept' Extended 103 -- Chapter Overview 105 -- CHAPTER 6 - A HEURISTIC INSTRUMENT -- 6.1 The Instrument 109 -- 6.1.1 External level of the dimensions 109 -- 6.1.2 Internal level of the dimensions 111 -- 6.1.3 Defi nition of the structural dimension 112 -- 6.1.4 Defi nition of the conceptual dimension 112 -- 6.1.5 Defi nition of the social dimension 113 -- 6.1.6 Defi nition of the historical dimension 114 -- 6.2 Methodological Connections 115 -- 6.2.1 Studying the structural dimension as doublestimulation 116 -- 6.2.2 Studying the conceptual dimension as process 118 -- 6.2.3 Studying the social dimension as social genesis 118 -- 6.2.4 Studying the historical dimension as history 122 -- Chapter Overview 124 -- CHAPTER 7 - INTERPRETATIVE ANALYSES -- 7.1 Curriculum Backgrounds 125 -- 7.1.1 Ms A, School 1 126 -- 7.1.2 Mr C, School 2 127 -- 7.1.3 Ms D, School 3 128 -- 7.2 Microgenetic Analyses of Classroom Interaction 128 -- 7.2.1 Structure of task and participation(structural dimension) 129 -- A. Ms A, School 1 129 -- B. Mr C, School 2 137 -- C. Ms D, School 3 143 -- Section overview 146 -- 7.2.2 Functional systematicity of conceptualinstruction (conceptual dimension) 147 -- A. Ms A, School 1 147 -- B. Mr C, School 2 152 -- C. Ms D, School 3 156 -- Section overview 158 -- 7.2.3 Interpsychological encounter (social dimension) 160 -- A. Ms A, School 1 160 -- B. Mr C, School 2 167 -- C. Ms D, School 3 172 -- Section overview 174 -- 7.2.4 Internal order of interaction (historical dimension) 175.
A. Ms A, School 1 175 -- B. Mr C, School 2 176 -- C. Ms D, School 3 178 -- Section overview 189 -- CHAPTER 8 - DISCUSSIONS -- 8.1 Summary of Research and Findings 191 -- 8.2 Discussions 196 -- 8.3 Limitations and Future Directions 199 -- CHAPTER 9 - A NOTE ON RESEARCH METHODS -- 9.1 An Equation between Two Unknowns 201 -- 9.2 Heuristic Research 202 -- 9.3 Participants and Data Collection 207 -- APPENDIX 1 - GENERAL BACKGROUNDS OF SCHOOLS, TEACHERS ANDSTUDENTS -- 1. School 1, Ms A 211 -- 2. School 2, Mr C 213 -- 3. School 3, Ms D 216 -- APPENDIX 2 - TRANSCRIPTION CONVENTIONS 219 -- Bibliography 221 -- People and Subject Index 231.
Abstract:
Reviewing and elaborating L. S. Vygotsky's view of language mediated development, this work presents an extension of the Russian thinker's developmental psycho-semiotics to an educational psycho-semiotics. Interpreting original discussions of tool-mediation as developmental mechanism, this book addresses the question of what occurs in the interpersonal environment that enables the internalisation of tool and the development of thinking. Filling in a gap in Vygotsky's theoretical framework, it discusses in detail inter-psychological processes as the social origins of changes in the intra-psychological domain. Besides theoretical descriptions, this book also offers an original instrument for educational research or practitioners' reflection of micro-genetic processes of interaction and change. This instrument is then applied in interpretive analyses of real-life classroom exchanges.
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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