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08498cam a2200973 a 4500 |
| 001 - CONTROL NUMBER |
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784170 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20191209170616.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
850111s1985 nyu b 1 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
85000558 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0080310591 (pbk) |
| Terms of availability |
$10.50 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
ocm11621471 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Modifying agency |
JCRC |
| 049 ## - LOCAL HOLDINGS (OCLC) |
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| Holding library |
AEU |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
P53.45 |
| Item number |
.R6 1985 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
371.97 |
| Edition number |
19 |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
|---|
| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
P 53.45 R65 1985 |
| Local cutter number (OCLC) ; Book number/undivided call number, CALL (RLIN) |
AEU |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Robinson, Gail L. |
| 245 10 - TITLE STATEMENT |
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| Title |
Crosscultural Understanding : |
| Remainder of title |
Processes and Approaches for Foreign Language, English as a Second Language, and Bilingual Educators / |
| Statement of responsibility, etc. |
Gail L. Nemetz Robinson. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Pergamon Press, |
| Date of publication, distribution, etc. |
1985. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
x, 133 p. : |
| Other physical details |
ill. ; |
| Dimensions |
25 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Language Teaching Methodology |
| 500 ## - GENERAL NOTE |
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| General note |
Includes index. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Bibliography: p. 125-130. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Crosscultural Understanding presents a comprehensive study of culture learning and its applications to English as a Second Language, Foreign Language and Bilingual Education Programs. It clearly paves the way to new theory and practices in culture teaching through the perspectives of anthropology and psychology. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
For some time second language and bilingual educators have been concerned with the relationship between first and second language acquisition. The profession has learned a great deal about optimal second language learning conditions and approaches from analysing the process by which first languages are naturally acquired. This book offers similar advances in the area of culture learning in second language and bilingual classrooms or 'second language acquisition' by analysing the process by which first cultures are acquired. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
In contrast to traditional notions of understanding as 'awareness' or explicit knowledge of cultural behaviours, values and institutions, it focuses on the internal aspects of culture which cause misunderstanding as well as promote positive interaction and attitudes. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
It will be particularly useful as a text in crosscultural teaching strategies and culture teaching for ESL, bilingual and foreign language teacher training programs. Moreover, as language itself may be viewed as a complex set of cultural learnings, this book will be useful in all language teaching methods courses." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 1 HOW CAN A PERSON FROM ONE CULTURE UNDERSTAND SOMEONE FROM ANOTHER?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Personal, philosophical and educational concerns <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Key principles |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Selective, interdisciplinary approach |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 2 WHAT IS CULTURE?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction: definitions of culture<br/> |
| Title |
Teacher definitions -- A behaviorist definition -- A functionalist definition -- Benefits and inadequacies of behaviorist and functionalist definitions -- A cognitive definition -- A symbolic definition<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 3 WHAT ARE THE EFFECTS OF CULTURAL EXPERIENCE ON PERCEPTION IN GENERAL? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Culture, language and perception |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
How does cultural experience affect perception in general?<br/> |
| Title |
Content familiarity and perception -- Organization of stimuli -- Anticipated organization and perception -- Preferred perceptual mode and experience: field dependence and field independence -- Formal schooling and its effects on field independence -- Potential biases -- Input mode - ways of presenting information -- Output mode - ways of responding |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Summary<br/> |
| Title |
Examples |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 4 HOW ARE CULTURE AND CULTURAL ROLES ACQUIRED? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Empirical perspective<br/> |
| Title |
Multi-modal transmission of culture -- Emotion -- Sound -- Space -- Time -- Body movement and dance -- Touch -- Taste, foods and food sharing -- Aesthetics and visual adornment -- Cultural transmission and acquisition as an integral process |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Philosophical perspective |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
When is the prime time to transmit and acquire cultural learnings?<br/> |
| Title |
Early childhood -- Adolescence |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 5 HOW DO CULTURAL LEARNINGS AFFECT THE PERCEPTION OF OTHER PEOPLE? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
How does cultural experience influence social perception?<br/> |
| Title |
Cues - Physical cues -- Behavioral cues <br/> |
| -- |
Schemas - Person schemas -- Event schemas<br/> |
| -- |
Evaluation of others - Central traits of theory -- Projections of self -- Similarity -- First impressions |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
How do crosscultural misunderstandings occur? Actual dissimilarity of cues and events<br/> |
| Title |
Different cultural assumptions -- Different ways of structuring information and arguments in a conversation -- Different ways of speaking -- Different ways of interacting: reciprocity of communication -- Remedying misunderstandings due to actual dissimilarities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Cognitive Biases<br/> |
| Title |
Tendency for consistency -- Status characteristics and expectation status theory -- "Halo" versus "forked-tail" effects<br/> |
| -- |
Cue salience<br/> |
| -- |
Faulty inferences and attribution errors<br/> |
| -- |
Salience and causality: "seeing is believing" -- Judging ourselves versus others -- Intervening in attribution errors through empathy and analogy |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 6 HOW CAN WE FACILITATE POSITIVE IMPRESSIONS OF PEOPLE FROM OTHER CULTURES? THE ROLE OF ETHNOGRAPHY |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
What is ethnography?<br/> |
| Title |
Categorizing experience -- Observer as participant -- Non-laboratory setting |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Obtaining cultural information for the content of instruction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Obtaining cultural information for use in methodology |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Evaluating fulfillment of cultural goals<br/> |
| Title |
Do students in multicultural classrooms participate equally? -- Do teachers and students percieve other students the same way? -- Does language fluency mean a foreign-language student has a positive attitude toward members of the target culture? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Ethnography as a process which promotes understanding and positive interactions?<br/> |
| Title |
Commitment of time -- Depth of discussion and observations -- Creative listening -- Self-awareness: learning by contrast -- The effects of being a "participant" |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 7 HOW CAN WE MODIFY NEGATIVE PERCEPTIONS OF OTHER PEOPLE? A SOCIAL LEARNING THEORY APPROACH |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Predictability: culture shock or culture cushion?<br/> |
| Title |
Learned helplessness: predicatbility with no control |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Need for control or coping strategies<br/> |
| Title |
Types of copying strategies -- Internal versus external control |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Learning to cope through mastery: a social learning theory approach<br/> |
| Title |
Psychological matching -- Similarity of the model -- Variety of models and observation trials -- Observation of positive consequences -- Repeated exposure to graduated tasks -- Learners "can do" judgments |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Contrasts with other crosscultural sensitization approaches<br/> |
| Title |
Awareness through lecturing and reading -- Self-confrontation: mini-dramas -- Role play and cultural simulations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 8 BECOMING MULTICULTURAL |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Multicultural man: myth or reality? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Developing cultural versatility<br/> |
| Title |
Summary of processes -- Contrast with approaches in foreign language, second language and bilingual programs |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Becoming multicultural: subtractive bulturalism, marginality or versatility? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Appendix: A CASE STUDY OF AN ETHNOGRAPHIC INTERVIEW |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
How does it feel to be a student from India at Stanford?<br/> |
| Title |
Procedure: the key informant approach - Why use one "key" informant? -- Finding my key informant and establishing rapport<br/> |
| -- |
Cultural information which emerged - Mira's background -- Asking the "grand tour" question -- American culture at Stanford and the culture of India: learning through contrast |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Self awareness and the making of a friendship |
| Title |
Know others and know thyself -- Learning to listen: confessions of a talker -- Taking the time to go into depth |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Multicultural education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and culture. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Intercultural communication. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Language teaching methodology series. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
