Re: [xmca] B.V. Belyayev

Hi Carol--

When you say that foreign language is learned as scientific concepts I
assume
you mean foreign language learned in school mediated by written language
from
a textbook?
mike

On 4/12/07, Carol Macdonald <carolmacdon@gmail.com> wrote:
>
> Hi
>
> The book that David cites is available in multiple copies from our library
> (it was evidently a setwork book at some stage). If anyone can't get a
> copy
> and would like one, please let me know and I will speak to your very
> amenable education librarian and get you one of our copies (to keep).
> Carol
>
> PS Apt extracts David. I think we can add (using other LSV concepts) that
> the foreign language is formed as scientific concepts, and then the native
> language must catch up having been reformulated as scientific
> concepts. For
> young children this will take ages.
>
>
> On 12/04/07, David Kellogg <vaughndogblack@yahoo.com> wrote:
> >
> > Belyayev (Belaev?) did publish between 1940 and 1961. His book "The
> > Psychology of Teaching Foreign Languages" was published as a series of
> > essays in Russian by the State Educational Publishing House of the
> Ministry
> > of Education of the RSFSR in 1959. Here are some snippets from the
> English
> > version (1963):
> >
> > (p. 2) "It is possible and ncessary to distinguish two basic aspects of
> > teaching--education and instruction. In practice neither exists without
> the
> > other. When giving instruction the teacher is simultaneously educating
> and
> > vice versa. In practice education and instruction form an organic unity,
> but
> > education and instruction must be distinguished theoretically. Education
> > must be understood as sassisting the development of the pupils while
> > instruction consists of enriching them with theoretical knowledge and
> with
> > practical skills and abilities.
> > "A teacher can only educate his pupils successfully and
> > correctly--i.e. assist the development of their intelligence and
> feelings,
> > will and character--if he knows what intellgence and feelings, will and
> > character are and if he knows precisely what stages the pupils pass
> through
> > in their psychological development." (p. 3)
> >
> >
> > p. 28: "A person's speech (i.e. the actual use of language in order to
> > communicate cannot possibly understood as a habit (...) Speech habits do
> of
> > course exist, but a person's speech is never subsumed by these habits
> being
> > always a conscious and creative activity."
> >
> > The reason I find this a more INCISIVE critique than Chomsky's famous
> > review of Verbal Behavior is that Chomsky does not (and cannot) include
> > consciousness as an element in creativity, which he holds is really a
> > function of our biological endowment.
> >
> > But for Vygotskyans consciousness and cultural transmission (the other
> > essential factor in accounting for the complexity of grammatical
> structure)
> > are essentially the same phenomenon viewed from two different angles,
> the
> > one psychological and the other historical.
> >
> > p. 49:
> >
> > "Are any psychological changes involved in the use of a foreign language
> > in place of the native language? This question has great theoretical and
> > practical importance. It has a close connection with the psychological
> > analysis of thought and speech, which cannot yet be considered to have
> been
> > conducted sufficiently widely and deeply. And in its practical
> implications
> > the question is closely linked with the problem of how to teach
> languages.
> >
> > "In investigating the psychology of thinking in a foreign language we
> take
> > it as a principle that language and thought are directly linked to each
> > other and form an indissoluble whole. This gives an interesting slant to
> the
> > question whether a person's thinking has the same character when he uses
> a
> > foreign language as when he uses his own, or whether it is somehow
> > modified."
> >
> > Belyayev then undertakes a discussion of whether concepts exist in the
> > external world very similar to what Martin and I were doing not too long
> > ago. He decides that only concepts at the extreme end of "object
> > relatedness" are independent of mediated pychological processes and
> there
> > are no "external" concepts.
> >
> > But he argues on the basis of a word association experiment he argues
> that
> > logical operations such as association and generalization are
> independent of
> > language once the mediating link of translation to the native language
> have
> > been removed; they exist in all languages, and are equally accessible
> > through education.
> >
> > This is a very strongly egalitarian and anti-relativist position,
> similar
> > to what Vygotsky and Luria were arguing in their Uzbek work. (He is not
> > arguing that languages are functionally equivalent in context; he is
> arguing
> > for their functional equivalence across contexts!)
> >
> > David Kellogg
> > Seoul National University of Education
> >
> >
> >
> >
> >
> > ---------------------------------
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> > with theYahoo! Search weather shortcut.
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Received on Thu Apr 12 09:38 PDT 2007