Re: [xmca] B.V. Belyayev

From: David Preiss <davidpreiss who-is-at>
Date: Fri Apr 13 2007 - 22:32:00 PDT

Hi Carol,
How would getting the book be possible? Is it possible for your library to
mail it?
Thank you!

Carol Macdonald escribió:
> 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 <> 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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David D. Preiss Ph.D.
Profesor Auxiliar / Assistant Professor
Pontificia Universidad Católica de Chile
Escuela de Psicología.
Av. Vicuña Mackenna 4860.
Macul, Santiago de Chile.
Teléfono: (56-2) 354-4605
Fax: (56-2) 354-4844.
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Received on Fri Apr 13 23:34 PDT 2007

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