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Virtual connections and German instr...

Fischer, Gerhard.

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Virtual connections and German instruction in American high schools: Reconstitution of meaning in E-mail based discourse with Germans.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Virtual connections and German instruction in American high schools: Reconstitution of meaning in E-mail based discourse with Germans./
Author:	Fischer, Gerhard.
Description:	278 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4636.
Contained By:	Dissertation Abstracts International57-11A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9708452
ISBN:	9780591211191

Virtual connections and German instruction in American high schools: Reconstitution of meaning in E-mail based discourse with Germans.
Fischer, Gerhard.

Virtual connections and German instruction in American high schools: Reconstitution of meaning in E-mail based discourse with Germans. - 278 p.

Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4636.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1996.

Students in German and American classrooms communicate with one another in increasing numbers on the Internet. The speed of electronic mail introduces an element into the foreign language classroom which is entirely different from other means of communication. Electronic discourse can create a German-American learning community in which students learn about each others' social realities under the guidance of their teachers. A place for foreign language learning and the use of electronic mail can be found in John Dewey's views of education in which the meanings of words are seen as instruments for thinking and not as direct links between words and an objective reality. Foreign language learning must embrace a pragmatic view of the relationship between language and reality if cultural learning is to take place through communication. Therefore students of another language must consider meanings as entities that are reconstituted in communication with others in order to be compatible with socially accepted usage. Foreign language students must be inquisitive, and teachers must guide them toward exploration rather than simply and only teaching "the facts." Such a learning scenario poses serious challenges to the history of foreign language teaching in the U.S. which has been dominated by formalist assumptions in linguistic and cultural research. The use of electronic mail for educational purposes will force foreign language teachers to reconsider these assumptions. The E-mail connections between German and American students which are examined here show that students are eager to communicate. However, a clear understanding of how to define a "virtual classroom" in which students pursue investigations in a new culture in communication still needs to be developed. Ongoing dialog which is facilitated by the speed of electronic mail, an understanding of cognitive and emotive aspects of classroom communication, and the understanding of the role of teachers as guides in the learning process in a controlled educational environment are among the characteristics of such a classroom.

ISBN: 9780591211191Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Virtual connections and German instruction in American high schools: Reconstitution of meaning in E-mail based discourse with Germans.
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100 1 $a Fischer, Gerhard. $3 1269606
245 1 0 $a Virtual connections and German instruction in American high schools: Reconstitution of meaning in E-mail based discourse with Germans.
300 $a 278 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4636.
500 $a Supervisor: Charles J. James.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1996.
520 $a Students in German and American classrooms communicate with one another in increasing numbers on the Internet. The speed of electronic mail introduces an element into the foreign language classroom which is entirely different from other means of communication. Electronic discourse can create a German-American learning community in which students learn about each others' social realities under the guidance of their teachers. A place for foreign language learning and the use of electronic mail can be found in John Dewey's views of education in which the meanings of words are seen as instruments for thinking and not as direct links between words and an objective reality. Foreign language learning must embrace a pragmatic view of the relationship between language and reality if cultural learning is to take place through communication. Therefore students of another language must consider meanings as entities that are reconstituted in communication with others in order to be compatible with socially accepted usage. Foreign language students must be inquisitive, and teachers must guide them toward exploration rather than simply and only teaching "the facts." Such a learning scenario poses serious challenges to the history of foreign language teaching in the U.S. which has been dominated by formalist assumptions in linguistic and cultural research. The use of electronic mail for educational purposes will force foreign language teachers to reconsider these assumptions. The E-mail connections between German and American students which are examined here show that students are eager to communicate. However, a clear understanding of how to define a "virtual classroom" in which students pursue investigations in a new culture in communication still needs to be developed. Ongoing dialog which is facilitated by the speed of electronic mail, an understanding of cognitive and emotive aspects of classroom communication, and the understanding of the role of teachers as guides in the learning process in a controlled educational environment are among the characteristics of such a classroom.
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650 4 $a Language, Modern. $3 1018098
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