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The contribution of second language ...

Pfister, Katharina Charlotte.

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The contribution of second language learning toward world-mindedness: A "philosophy of life" approach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The contribution of second language learning toward world-mindedness: A "philosophy of life" approach./
Author:	Pfister, Katharina Charlotte.
Description:	339 p.
Notes:	Source: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3357.
Contained By:	Dissertation Abstracts International54-09A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9405780

The contribution of second language learning toward world-mindedness: A "philosophy of life" approach.
Pfister, Katharina Charlotte.

The contribution of second language learning toward world-mindedness: A "philosophy of life" approach. - 339 p.

Source: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3357.

Thesis (Ph.D.)--University of Kansas, 1993.

This item must not be sold to any third party vendors.

Second/foreign language education does not live up to its full potential. Its goal to benefit cross-cultural understanding could, however, be an important contribution to increasing world-mindedness among second language learners, which becomes increasingly indispensable in a time marked by interdependence and multiculturalism. While the research conducted in the past three decades shows some positive results, it does not match the high expectations held by students, parents, educators, and philosophers. The most effective means of strengthening the contribution of second language education toward world-mindedness is to improve second language teaching and learning. Based on the common underlying human attitude of both second language education and world-mindedness, a humanistic approach may be the most viable method for this purpose. A philosophical foundation together with psychological theory was used to provide the springboard for the conception of systematic structure of human growth which represents the sequence of stages or, in other words, the humanization process the second language learner goes through while acquiring interlingual/intercultural competence. During this process the second language learner will also develop a guiding philosophy of life. This structure, referred to in this dissertation as the typology, can serve the educator in planning and evaluating learning activities.Subjects--Topical Terms:

1018115
Education, Language and Literature.

The contribution of second language learning toward world-mindedness: A "philosophy of life" approach.
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100 1 $a Pfister, Katharina Charlotte. $3 3171816
245 1 4 $a The contribution of second language learning toward world-mindedness: A "philosophy of life" approach.
300 $a 339 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3357.
502 $a Thesis (Ph.D.)--University of Kansas, 1993.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Second/foreign language education does not live up to its full potential. Its goal to benefit cross-cultural understanding could, however, be an important contribution to increasing world-mindedness among second language learners, which becomes increasingly indispensable in a time marked by interdependence and multiculturalism. While the research conducted in the past three decades shows some positive results, it does not match the high expectations held by students, parents, educators, and philosophers. The most effective means of strengthening the contribution of second language education toward world-mindedness is to improve second language teaching and learning. Based on the common underlying human attitude of both second language education and world-mindedness, a humanistic approach may be the most viable method for this purpose. A philosophical foundation together with psychological theory was used to provide the springboard for the conception of systematic structure of human growth which represents the sequence of stages or, in other words, the humanization process the second language learner goes through while acquiring interlingual/intercultural competence. During this process the second language learner will also develop a guiding philosophy of life. This structure, referred to in this dissertation as the typology, can serve the educator in planning and evaluating learning activities.
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