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Theorie und Praxis der Förderung semantisch-lexikalischer Sprachkompetenzen in Unterricht und Therapie

Timm Albers

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Paperback / softback
17 September 2007
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Examensarbeit aus dem Jahr 2002 im Fachbereich Pädagogik - Heilpädagogik, Sonderpädagogik, Note: 1,0, , Sprache: Deutsch, Abstract: Angesichts der sich ständig verändernden begrifflichenStrukturierungsprozesse in der kindlichen Wortbedeutungsentwicklung stellt sich die Frage, wie sich die Begriffssysteme der Schülerinnen und Schüler dem Sprachsystem der Erwachsenen annähern können, wie sie begriffliche Kriterien entwickeln und verallgemeinern, Begriffe ordnen und miteinander vernetzen. Ein Zugang zum Begriffssystem der Kinder erschließt sich nur über eine Analyse der kindlichen Begriffskriterien.Die epigenetische Entwicklungstheorie (vgl. SZAGUN 2001, 14) bildet dabei das Fundament entwicklungsgemäßer Betrachtung von Wortbedeutungsentwicklung im Kontext Schule.Schlüsselwörter: Wortbedeutung, Begriffssystem, Begriffskriterien, Sprachförderung im UnterrichtIn view of a continuous alteration of the child's semantic concepts, the question occurs, how children manage to achieve semantic markers and establish organized structures of the meaning of terms and words. Analyzing the child's language-system helps us to understand the process of language acquisition of children with specific language impairments. An epigenetic theory of development (SZAGUN 2001, 14) implies a process-orientated view on the child's language system and provides the basis of intervention in school.Keywords: language acquisition, level of the lexicon, semantic markers, epigenetic theory

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$123.00
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Den Wortschatz entdecken

$123.00

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Examensarbeit aus dem Jahr 2002 im Fachbereich Pädagogik - Heilpädagogik, Sonderpädagogik, Note: 1,0, , Sprache: Deutsch, Abstract: Angesichts der sich ständig verändernden begrifflichenStrukturierungsprozesse in der kindlichen Wortbedeutungsentwicklung stellt sich die Frage, wie sich die Begriffssysteme der Schülerinnen und Schüler dem Sprachsystem der Erwachsenen annähern können, wie sie begriffliche Kriterien entwickeln und verallgemeinern, Begriffe ordnen und miteinander vernetzen. Ein Zugang zum Begriffssystem der Kinder erschließt sich nur über eine Analyse der kindlichen Begriffskriterien.Die epigenetische Entwicklungstheorie (vgl. SZAGUN 2001, 14) bildet dabei das Fundament entwicklungsgemäßer Betrachtung von Wortbedeutungsentwicklung im Kontext Schule.Schlüsselwörter: Wortbedeutung, Begriffssystem, Begriffskriterien, Sprachförderung im UnterrichtIn view of a continuous alteration of the child's semantic concepts, the question occurs, how children manage to achieve semantic markers and establish organized structures of the meaning of terms and words. Analyzing the child's language-system helps us to understand the process of language acquisition of children with specific language impairments. An epigenetic theory of development (SZAGUN 2001, 14) implies a process-orientated view on the child's language system and provides the basis of intervention in school.Keywords: language acquisition, level of the lexicon, semantic markers, epigenetic theory

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