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Vygotsky's and A. A. Leontiev's Semiotics and Psycholinguistics
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Views Vygotskian theories of language from the Russian cultural-historical perspective, focusing on internalization as a goal to personality development and self-regulation.

Table of Contents

Series Foreword Introduction Short Overview of Vygotsky's Cultural-Historical Method Vygotsky's Theory Yesterday, Today, and Tomorrow Educational Perspectives Learning and Development Zone of Proximal Development Constructivism (Constructionism) and Teacher Ability Introduction to Russian Activity Theory (Related to Cultural-Historical Theory Second Language Acquisition Markedness Used as an Example to Understand the Problems in Relating Chomskyan Linguistics to SLA Code, Representation, Images: Imagination, Imitation, and Mimesis Concluding Summary

About the Author

DOROTHY ROBBINS is Professor of German at Central Missouri State University.

Reviews

?The book presents an insightful discussion of the Vygotskian cultural-historical perspective, its psychological and philosophical origins, and their implications for theories of education and language acquisition....[u]seful and informative.?-Modern Language Journal "The book presents an insightful discussion of the Vygotskian cultural-historical perspective, its psychological and philosophical origins, and their implications for theories of education and language acquisition....[u]seful and informative."-Modern Language Journal

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