n Communication: redefinition
It
seems to refer to the processes of delivering an idea, a thought, or a feeling
by a speaker (a writer) to a hearer (the audience) literally. Theoretically it
can be described as two overlapping circles (an analogy of a fully ideal
communication), yet reality shows the other way around. There seems to be
somewhat connotation (illocutionary meaning) beyond the conversations
(locutionary meaning) we had had and we often figured it out afterwards, not
right at the moment of communication according to Austin (1962). Indeed,
analytically look into pieces of utterance; it contains a few constituents such
as speaker, hearer, referents, settings and context as well. We can probably
identify those as the so-called “the surface structure” (Chomsky); in contrast,
imaging several actors performing a play on the stage, and we are the audience,
watching the whole play visibly. We know there are somewhat systems which are
invisible behind the stage go along with the performance such as lighting,
sound effects…etc. This can be likely referred to “the deep structure” (Chomsky).
Taken together, a play cannot perform without either parts of those elements,
and so does “communication”. Overlapping circles are not the focus of recent
research instead; we should look into the implicit components, the gap which
between two individuals, manipulate the core of our intentions. Behaviors is
just the skin deep, there is more to dig and it interacts with the whole
context; further, the context chains with one another, too.
n
Teacher
cognition in language teaching: Simon Borg (2003)
In
response to Dai (2014, p.11) Life,
Cognition and Teaching Chinese, She reclaims the impact on teacher’s
cognition has been influenced teachers in all aspects related to instruction.
Indeed, Borg examined a selection of research conducted relevant to “teacher’s
cognition” and classroom practice from the field of foreign and second language
teaching. Borg defined teacher’s cognition as:
“What teachers think, know, believe,
and the relationships of these mental constructs to what teachers do in the
language teaching classroom…”
teacher education,
learning experiences, social contexts, and personal traits are possible a bulk
of complexity which these cognitions developed; further, these above factors
interact with teacher learning and classroom practice as well. Borg also
identified inadequacy such as the compatibility of research data, incongruence
of the distinction between behavioral change and cognitive change (Borg, 2003,
p91). He also urges continued research on teacher trainees is needed, and the
studies reviewed in this paper yields somewhat positive results. Few issues we
should notice is he stressed that lacking of studies from speaking and
listening of a teacher cognitive perspective and teaching languages to young
learners have been not much of discussion. Here shed a light on novel research
directions for us to continue explore more issues relevant to teacher’s
cognition.
1.
epistemology
: The word comes from the Greek παιδαγωγία (paidagōgia), from παιδαγωγός
(paidagōgos), in which παῖς (país, genitive παιδός, paidos) means
"child" and ἄγω (ágō) means "lead"; thus literally "to lead the child". It is
variously pronounced /ˈpɛdəɡɒdʒi/, /ˈpɛdəɡoʊdʒi/, and /ˈpɛdəɡɒɡi/.Negative
connotations (in which the word is sometimes associated with pedantry-迂腐/賣弄學問)
have existed at least from the time of Samuel Pepys (1650s).
2.
application:
The word pedagogue actually relates to the slave who escorts Roman children
to school. In Denmark, a pedagogue is a practitioner of pedagogy. The
term is primarily used for individuals who occupy jobs in pre-school
education (such as kindergartens and nurseries) in Scandinavia. But a
pedagogue can occupy various kinds of jobs, e.g. in retirement homes,
prisons, orphanages, and human resource management. These are often
recognized as social pedagogues as they perform on behalf of society.
3.
In Hungary, the word pedagogue (pedagógus) is
synonymous with teacher (tanár); therefore, teachers of both primary
and secondary schools may be referred to as pedagogues.
4.
The pedagogue's job is usually distinguished
from a teacher's by primarily focusing on teaching children life-preparing
knowledge such as social skills and cultural norms, etc. There is also
a very big focus on care and well-being of the child. The pedagogue's
work also consists of supporting the child in their mental and social development.
In response to Dai
(2014, p.33) Life, Cognition and Teaching
Chinese, a task which is related to translation in one’s L1 and in what
aspects does it relate to? I think “pedagogy” stems its meaning from "to lead the child” to “the slave who escorts
Roman children to school”, evolving thoroughly and contains certain attributes such
as mentally and physically caring, developing, life-preparing knowledge and
social adaptation as well. It can also be applied into several fields
accordingly.
Here represents a continuum
from prototype to non-prototype. If the denotation of pedagogy appears close to
guiding and learning (guiding and teaching are different from the strategies
and methods utilized by the teachers to learners) in a learning context, which
refers to the prototype of pedagogy, for instance, in Denmark and Hungary,…
A study of education is
merely just somewhat knowledge. It includes its approaches, methods, principles,
theories, and techniques as well. All the concepts overlap and interact with
personal experiences, knitting like a web instead. Therefore, the basic members
are frequently used in a language as hyponyms; the not-so-frequent layers, the
hypernyms, which dominate the formers, and they also have their sister nodes.
Questions:
1.
“In
science, cognition is the set of all mental abilities and processes related to
knowledge: attention, memory and working memory, judgement and evaluation,
reasoning and "computation", problem solving and decision making,
comprehension and production of language, etc. Human cognition is conscious and
unconscious, concrete or abstract, as well as intuitive (like knowledge of a
language) and conceptual (like a model of a language). Cognitive processes use
existing knowledge and generate new knowledge.”
[Retrieve from: http://en.wikipedia.org/wiki/Cognition]
my concern is the validity and credibility of the term, cognitive, which has been
utilized to linguistic field from cognitive psychology is still problematic.
2.
Most
studies in SLA are related to alphabetic languages in many aspects; however, we
look into many western theories for diverse issues raised in logographic
language such as Chinese. Sometimes I wonder whether the equivalence among
languages make it all right since we started discussing semantics so far.
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