Problem solving in a foreign language / by Lena Heine.

Includes bibliographical references and index.

Cover -- Title Page -- Copyright Page -- Table of Contents -- Figures -- Tables -- Chapter 1 Introduction -- 1. Bilingual education and CLIL -- 2. Objectives -- 3. Structure -- Chapter 2 Language and thinking -- 1. Linguistic knowledge -- 2. Linguistic knowledge in multilingual speakers -- 3. Language and meaning -- 4. Language and the format of thought -- 5. Conclusions and summary -- Chapter 3 Problem solving -- 1. Mental processes -- 2. Task solving as problem solving -- 3. The appropriate level of description -- 4. Processes vs. phases -- 5. Focus on meaning and focus on form -- 6. Summary -- Chapter 4 Language-specific cognitive processes -- 1. Linguistic processing -- 2. Processes of text comprehension -- 3. Processes of language production -- 4. Models of writing tasks -- 5. Summary -- Chapter 5 A model of conceptual-linguistic task solving -- 1. Task-solving as a complex problem solving activity -- 2. Phases of task solving -- 3. Summary -- Chapter 6 Task design and task analysis -- 1. The importance of the research design -- 2. Subjects -- 3. Elicitation tasks -- 4. Cognitive task analysis -- 5. Linguistic task analysis -- 6. Summary -- Chapter 7 Think-aloud data -- 1. Thinking aloud -- 2. Thinking aloud and language of thought -- 3. Individual differences in cognitive processing -- 4. Thinking aloud in L2 settings -- 5. Think-aloud data as protocols of problem solving activities -- 6. Summary -- Chapter 8 A coding scheme -- 1. Coding the data -- 2. Change of focus between the problem spaces -- 3. Different phases 402; different mental activities -- 4. Summary -- Chapter 9 Problem solving in a foreign language -- 1. Language as a catalytic converter: depth of processing -- 2. L1-L2 processing differences in language production -- 3. Language reception -- 4. Filled and unfilled pauses -- 5. Mispronunciations -- 6. Differences in semantic processing of text information? -- 7. Critical thoughts on the process data -- 8. Summary -- Chapter 10 Evaluation of the think-aloud method -- 1. Limitations of the think-aloud method -- 2. Subjective interview data -- 3. Reactivity -- 4. Mental language switches -- 5. Is thinking aloud a valid elicitation method? -- 6. Summary -- Chapter 11 Results and discussion -- 1. Retrospective thoughts -- 2. Theoretical results -- 3. Methodological results -- 4. Empirical results -- 5. Implications for the design of learning contexts -- 6. What further research is needed? -- 7. Final remarks -- Transcription conventions -- References -- Index.

This book fills some of the major theoretical gaps for the popular teaching form of Content and Language Integrated Learning (CLIL). It re-examines the basis for CLIL from a cognitive perspective and gives an overview of the foundations of problem solving, thinking and language processing. Besides that, it presents a study in which the language and content-focused cognitive processes of learners during task solving are investigated. The data show that the use of an L2 has an impact on conceptual thought in that it can enhance semantic processing.

Print version record.

In English.

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