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A revision of secondary language study.

Lyman, Huntington.

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A revision of secondary language study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A revision of secondary language study./
作者:	Lyman, Huntington.
面頁冊數:	397 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1286.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3131392

A revision of secondary language study.
Lyman, Huntington.

A revision of secondary language study. - 397 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1286.

Thesis (Ph.D.)--University of Virginia, 2004.

This study addresses the question: what is the present state of language study in American secondary schools, and how might it be reconceptualized to meet the needs and interests of students entering contemporary society? The study addresses the forces that have created existing language study at the secondary level and presents a theoretical model designed to provide a more vital curriculum.Subjects--Topical Terms:

1018115
Education, Language and Literature.

A revision of secondary language study.
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502 $a Thesis (Ph.D.)--University of Virginia, 2004.
520 $a This study addresses the question: what is the present state of language study in American secondary schools, and how might it be reconceptualized to meet the needs and interests of students entering contemporary society? The study addresses the forces that have created existing language study at the secondary level and presents a theoretical model designed to provide a more vital curriculum.
520 $a The author reviews the history of American secondary language study, focusing on traditional grammar, descriptive and structural linguistics, and transformational-generative grammar. Each of these language study strands is analyzed in its historical context, situated in its theoretical background, and evaluated based on research into the effectiveness of various practices rooted in existing theoretical paradigms. The author then analyzes the state of contemporary language study, based on the position papers of the National Council of Teachers of English, guidelines for teacher preparation, teacher preparation materials, articles and books on secondary language education, Virginia Standards of Learning and associated tests and materials, and selected contemporary textbooks. Against this background, the author proposes breaking the existing stalemate between proponents of traditional grammar and those of linguistics by reconceptualizating secondary language study, beginning with the needs and interests of students preparing to enter a society characterized by complex language uses.
520 $a The author articulates a conceptual framework grounded in pedagogical constructivism and Myers' analysis of translation/critical literacy (1996). A theoretical model for a future language study is then proposed, articulated as eight specific areas fundamental to 21st century secondary language study: traditional grammar, language play, language flexibility, socially contextualized language, critical language use, language change, dialect, and English in the context of many languages. Each area is fully conceptualized, with illustrative lesson plans. The study concludes with a series of recommendations for moving towards the realization of this architecture that re-visions secondary language study in the English classroom.
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