A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.

The work of L.S. Vygotsky was popularised in the West between two great waves of educational thought: constructivism and cognitivism. Reception was therefore colored by three metaphors introduced by Jerome Bruner: ‘construction’, ‘scaffolding’ and ‘narrative’. Narratives were to be characterized by...

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Tác giả chính:	Han, Hee Jeung., Kellogg, David
Đồng tác giả:	Kellogg, David
Định dạng:	text
Ngôn ngữ:	eng
Thông tin xuất bản:	Taylor & Francis Group,
Chủ đề:	Phương pháp giáo dục Vygotsky Korean Constructivism Trẻ em Halliday First grade narratives Bruner Hàn Quốc
Truy cập trực tuyến:	http://lib.hanu.vn/Opac/DmdInfo.aspx?dmd_id=58467
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spelling	hanu-http:--lib.hanu.vn-Opac-DmdInfo.aspx?dmd_id=584672020-04-16A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.Han, Hee Jeung.Kellogg, David Phương pháp giáo dụcVygotskyKoreanConstructivismPhương pháp giáo dụcTrẻ emHallidayFirst grade narrativesBrunerHàn QuốcThe work of L.S. Vygotsky was popularised in the West between two great waves of educational thought: constructivism and cognitivism. Reception was therefore colored by three metaphors introduced by Jerome Bruner: ‘construction’, ‘scaffolding’ and ‘narrative’. Narratives were to be characterized by features we call SELF: Subjects, Expectancy and counter-expectancy, a Linear subject-verb-object clause grammar, and a Focalizing voice. In this paper, we try to understand how narratives might be learned in Korean, where subjects are optional and often dispreferred, processes tend to predominate in expectancy over participants, linearity is subject-object-verb rather than subject-verb-object, and even the focal voice must often be shared. For help, we return to Vygotsky’s work in ‘pedology’, the holistic science of the child, and to similarly inspired work on child language by M.A.K. Halliday. First, we explore Vygotsky’s own unit for the development of consciousness, perezhivanie, an untranslatable term for the way in which the child ‘over-lives’ experience through language. Second, we show how Halliday’s system networks can help us describe how perezhivanie might develop and we argue that Halliday’s term ‘construal’ is a more useful, non-metaphorical, description of what Vygotsky had in mind.Taylor & Francis Group, Kellogg, David Kellogg, David 2019.text07908318http://lib.hanu.vn/Opac/DmdInfo.aspx?dmd_id=58467eng
institution	Trường Đại học Hà Nội
collection	KiposHANU
language	eng
topic	Phương pháp giáo dục Vygotsky Korean Constructivism Phương pháp giáo dục Trẻ em Halliday First grade narratives Bruner Hàn Quốc
spellingShingle	Phương pháp giáo dục Vygotsky Korean Constructivism Phương pháp giáo dục Trẻ em Halliday First grade narratives Bruner Hàn Quốc Han, Hee Jeung. Kellogg, David A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.
description	The work of L.S. Vygotsky was popularised in the West between two great waves of educational thought: constructivism and cognitivism. Reception was therefore colored by three metaphors introduced by Jerome Bruner: ‘construction’, ‘scaffolding’ and ‘narrative’. Narratives were to be characterized by features we call SELF: Subjects, Expectancy and counter-expectancy, a Linear subject-verb-object clause grammar, and a Focalizing voice. In this paper, we try to understand how narratives might be learned in Korean, where subjects are optional and often dispreferred, processes tend to predominate in expectancy over participants, linearity is subject-object-verb rather than subject-verb-object, and even the focal voice must often be shared. For help, we return to Vygotsky’s work in ‘pedology’, the holistic science of the child, and to similarly inspired work on child language by M.A.K. Halliday. First, we explore Vygotsky’s own unit for the development of consciousness, perezhivanie, an untranslatable term for the way in which the child ‘over-lives’ experience through language. Second, we show how Halliday’s system networks can help us describe how perezhivanie might develop and we argue that Halliday’s term ‘construal’ is a more useful, non-metaphorical, description of what Vygotsky had in mind.
author2	Kellogg, David
author_facet	Kellogg, David Han, Hee Jeung. Kellogg, David
format	text
author	Han, Hee Jeung. Kellogg, David
author_sort	Han, Hee Jeung.
title	A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.
title_short	A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.
title_full	A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.
title_fullStr	A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.
title_full_unstemmed	A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.
title_sort	story without self : vygotsky’s pedology, bruner’s constructivism and halliday’s construalism in understanding narratives by korean children / han hee jeung, david kellogg.
publisher	Taylor & Francis Group,
url	http://lib.hanu.vn/Opac/DmdInfo.aspx?dmd_id=58467
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A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.

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