Development of:
a) Knowledge and understanding of language -specific characteristics;
b) ability to understand and communicate ideas, attitudes, intentions ;
c) text analysis;
d) ability to use translation tools;
e) analytic skills in a range of texts produced in selected domains;
f) multi-ethnic and multicultural problem-solving in the foreign language.
g) ability to analyze different spoken and written text typologies with the aim of planning short language and intercultural didactic paths within second language teaching in educational and institutional settings.
Analysis of teaching course-books and materials related to the second language studied as well as projects of short didactic paths (workshop).
a) Knowledge and understanding of language -specific characteristics;
b) ability to understand and communicate ideas, attitudes, intentions ;
c) text analysis;
d) ability to use translation tools;
e) analytic skills in a range of texts produced in selected domains;
f) multi-ethnic and multicultural problem-solving in the foreign language.
g) ability to analyze different spoken and written text typologies with the aim of planning short language and intercultural didactic paths within second language teaching in educational and institutional settings.
Analysis of teaching course-books and materials related to the second language studied as well as projects of short didactic paths (workshop).
Canali
teacher profile teaching materials
This seminar addresses psycholinguistic and neurolinguistic aspects of multilingualism. In a first part it will be illustrated how different languages are interconnected in the brain and how second and third language acquisition can be explained from a psycholinguistic perspective. In the main part the seminar focuses on the organization of the bilingual mental lexicon: In a first step, models will be presented that had been developed to explain the monolingual mental lexicon. It will be discussed what aspects of these models can be transferred to model the bilingual mental lexicon. In a second step, different aspects of bilingual models will be focused on such as types of language acquisition (including studies from brain research), role of phonetic similarity, culture-specific orientation of mental concepts etc. Finally, we will discuss the way the mental lexicon is accessed.
In this seminar students will also conduct some little psycholinguistic experiments (e.g. loud-thinking protocols, association experiments in various languages). In doing so they will become familiar with empirical research methods on the one hand, and will get insights into the organization of the multilingual mental lexicon on the other.
(The seminar will be held together with Prof. Dr. Claudia Riehl of the Ludwig-Maximilian-University Munich. Teaching language: German.)
Programme
"The multilingual mental lexicon"This seminar addresses psycholinguistic and neurolinguistic aspects of multilingualism. In a first part it will be illustrated how different languages are interconnected in the brain and how second and third language acquisition can be explained from a psycholinguistic perspective. In the main part the seminar focuses on the organization of the bilingual mental lexicon: In a first step, models will be presented that had been developed to explain the monolingual mental lexicon. It will be discussed what aspects of these models can be transferred to model the bilingual mental lexicon. In a second step, different aspects of bilingual models will be focused on such as types of language acquisition (including studies from brain research), role of phonetic similarity, culture-specific orientation of mental concepts etc. Finally, we will discuss the way the mental lexicon is accessed.
In this seminar students will also conduct some little psycholinguistic experiments (e.g. loud-thinking protocols, association experiments in various languages). In doing so they will become familiar with empirical research methods on the one hand, and will get insights into the organization of the multilingual mental lexicon on the other.
(The seminar will be held together with Prof. Dr. Claudia Riehl of the Ludwig-Maximilian-University Munich. Teaching language: German.)
Core Documentation
The bibliography will be presented at the first lesson. teacher profile teaching materials
This seminar addresses psycholinguistic and neurolinguistic aspects of multilingualism. In a first part it will be illustrated how different languages are interconnected in the brain and how second and third language acquisition can be explained from a psycholinguistic perspective. In the main part the seminar focuses on the organization of the bilingual mental lexicon: In a first step, models will be presented that had been developed to explain the monolingual mental lexicon. It will be discussed what aspects of these models can be transferred to model the bilingual mental lexicon. In a second step, different aspects of bilingual models will be focused on such as types of language acquisition (including studies from brain research), role of phonetic similarity, culture-specific orientation of mental concepts etc. Finally, we will discuss the way the mental lexicon is accessed.
In this seminar students will also conduct some little psycholinguistic experiments (e.g. loud-thinking protocols, association experiments in various languages). In doing so they will become familiar with empirical research methods on the one hand, and will get insights into the organization of the multilingual mental lexicon on the other.
(The seminar will be held together with Prof. Dr. Claudia Riehl of the Ludwig-Maximilian-University Munich. Teaching language: German.)
Programme
"The multilingual mental lexicon"This seminar addresses psycholinguistic and neurolinguistic aspects of multilingualism. In a first part it will be illustrated how different languages are interconnected in the brain and how second and third language acquisition can be explained from a psycholinguistic perspective. In the main part the seminar focuses on the organization of the bilingual mental lexicon: In a first step, models will be presented that had been developed to explain the monolingual mental lexicon. It will be discussed what aspects of these models can be transferred to model the bilingual mental lexicon. In a second step, different aspects of bilingual models will be focused on such as types of language acquisition (including studies from brain research), role of phonetic similarity, culture-specific orientation of mental concepts etc. Finally, we will discuss the way the mental lexicon is accessed.
In this seminar students will also conduct some little psycholinguistic experiments (e.g. loud-thinking protocols, association experiments in various languages). In doing so they will become familiar with empirical research methods on the one hand, and will get insights into the organization of the multilingual mental lexicon on the other.
(The seminar will be held together with Prof. Dr. Claudia Riehl of the Ludwig-Maximilian-University Munich. Teaching language: German.)
Core Documentation
The bibliography will be presented at the first lesson.