| 書目名稱 | Language Awareness and Learning to Read | | 編輯 | John Downing,Renate Valtin | | 視頻video | http://file.papertrans.cn/581/580891/580891.mp4 | | 叢書名稱 | Springer Series in Language and Communication | | 圖書封面 |  | | 描述 | During the 1970s there was a rapid increase in interest in metacognition and metalinguistics. The impetus came from linguistics, psychology, and psycho- linguistics. But with rather unusual rapidity the work from these scientific dis- ciplines was taken over in education. This new direction in these various areas of academic study was taken simultaneously by several different investigators. Although they had varying emphases, their work sometimes appears to be over- lapping; despite this, it has been rather difficult to find a consensus. This is reflected in the varying terminology used by these independent investigators- "linguistic awareness," "metacognition," "metalinguistic ability," "task aware- ness," "lexical awareness," and so on. For educators these developments presented a glittering array of new ideas that promised to throw light on children‘s thinking processes in learning how to read. Many reading researchers and graduate students have perceived this as a new frontier for the development of theory and research. However, the variety of independent theoretical approaches and their accompanying terminologies has been somewhat confusing. | | 出版日期 | Book 1984 | | 關(guān)鍵詞 | Language; Phase; Terminologie; awareness; cognition; education; learning; literacy; perception; psychology | | 版次 | 1 | | doi | https://doi.org/10.1007/978-1-4613-8248-5 | | isbn_softcover | 978-1-4613-8250-8 | | isbn_ebook | 978-1-4613-8248-5Series ISSN 0172-620X | | issn_series | 0172-620X | | copyright | Springer Science+Business Media New York 1984 |
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