From technology to technique : the implications of the written sign for language, cognition and learning, with particular reference to reading in a second language
In cognitive accounts, language knowledge and learning are depicted as autonomous mental processes, governed by universal principles, and investigated by psychological experiment. However, individuals interact in social space, where language use is regulated by public norms, and embodied in activities, discourses and institutions which establish the criteria for meaning and understanding in a given context. The incompatibility of 'internal' and 'external' explanations is especially evident in relation to literate practices, including reading, whose origins are cultural and historical, which are nevertheless held to depend on specific cognitive processes, and to have consequences for individual cognitive development. The cognitive approach to reading detaches it from context, and, in effect, assumes that western forms of print literacy are timeless and universal. In relation to second language learning, this has made possible a notion of reading as 'exposure to language' which disregards its contextual, discursive properties and its significance as a socially constructed activity. This thesis therefore presents a critique of 'technological' approaches to cognition, learning and literacy, with particular reference
Gill, Martin
From technology to technique : the implications of the written sign for language, cognition and learning, with particular reference to reading in a second language. In cognitive accounts, language knowledge and learning are depicted as autonomous mental processes, governed by universal principles, and investigated by psychological experiment. However, individuals interact in social space, where language use is regulated by public norms, and embodied in activities, discourses and institutions which establish the criteria for meaning and understanding in a given context. The incompatibility of 'internal' and 'external' explanations is especially evident in relation to literate practices, including reading, whose origins are cultural and historical, which are nevertheless held to depend on specific cognitive processes, and to have consequences for individual cognitive development. The cognitive approach to reading detaches it from context, and, in effect, assumes that western forms of print literacy are timeless and universal. In relation to second language learning, this has made possible a notion of reading as 'exposure to language' which disregards its contextual, discursive properties and its significance as a socially constructed activity. This thesis therefore presents a critique of 'technological' approaches to cognition, learning and literacy, with particular reference
technology technique implication write sign_language cognition learning particular_reference read second_language cognitive account language knowledge learn depict autonomous mental_process govern universal_principle investigate psychological experiment however individual interact social_space language_use regulate public norm embodied activity discourse institution_establish criterion mean give context incompatibility internal_external explanation especially evident relation literate practice include reading whose origin cultural_historical nevertheless hold depend specific cognitive_process consequence individual cognitive development cognitive reading context effect assume western form print literacy universal relation second_language learning make_possible notion reading exposure language disregard contextual discursive property significance socially_construct activity therefore present critique technological approach cognition learn literacy particular_reference