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LISR considers for review reference works, dissertations, research methods texts, computer software, and professional literature covering the research process and applications of research. Views expressed are those of the reviewers and do not necessarily reflect views of the Editorial Board or publisher. Anyone wishing to write reviews or suggest titles should contact Debora Shaw at the School of Library and Information Science, Indiana University, Bloomington, Indiana 47405 shawd@ indiana.edu or shawd@iubacs.bitnet. Publishers, likewise, are requested to forward announcements of new and forthcoming titles that may interest LISR readers. 相似文献
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Bernd Overwien 《Zeitschrift für Erziehungswissenschaft》2005,8(3):339-355
Ohne Zusammenfassung
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This paper reviews how and why children's acquistion of syntactic structures is influenced by verbal communication with adults. It argues that those interactions involve cooperative problem-solving and can be interpreted within interactionist theory. It surveys several ways in which adults model a child's syntactic structure to convey the child's intended meaning. These are: expansion; extension; modelling without prior child utterance; and modelling after metalinguistic interruption of the conversation.University of BielefeldState Institute for Early Education 相似文献
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Bernd Sandhaas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(4):415-438
In the Federal Republic of Germany there have in recent years been many varied encounters between Germans and representatives of other cultures, particularly those from Third World countries. These have increasingly been organized with an awareness of global interdependence and have as a result opened the door to the influence of foreign cultures and to an unmistakeable movement in the direction of a multicultural society. An intercultural pedagogical approach and didactic theory are faced with the task of resolving the consequent problems related to education and training. The author firstly attempts to systematize as a typology the practice of learning as it occurs in intercultural encounters in so far as this relates to the Federal Republic of Germany. He suggests that ‘intercultural learning’ should be seen as the didactic principle underlying the organization of learning in such encounters. Through a detailed discussion of his central concepts of ‘culture’ and ‘learning’ and of the issue of ‘interculturalism’, and by sketching a theoretical model of the stages and goals of the learning taking place, he then makes plain the necessary enlargement of the German concept of ‘Kultur’ and the process of differentiation which the concept of learning will have to engage in if it is to be applicable to educational activity in international or intercultural contexts. 相似文献