6 VYGOTSKY AND PIAGET: THOUGHT AND LANGUAGE Exercise B
Set for individual work and pairwork checking. Students should make use of all the words they have discussed in Exercise A (i.e., the synonyms as well as the words in the box). Feed back with the whole class.
Answers Model answers:
Vygotsky’s model/paradigm of cognitive development suggests that language is a tool/means for passing the traditions of a culture from one generation to the next. He saw cognition as domain/context dependent. There is a major/significant difference between Vygotsky and Piaget, whose focus/emphasis was more on the ability of the child to create a mental structure/schema through experimentation and without support/guidance/scaffolding.
Exercise C
Set for pairwork. Feed back with the whole class. Note that not all the base words have specifically psychological meanings. Tell students to explain the meaning in psychological terms as far as possible.
Answers
Model answers (paragraph numbers in brackets): See table below.
Exercise D
1 Copy the table headings from the Answers section onto the board and complete the example with the students. Tell them that when they look at the ‘Other verbs’ column they may well find several, and should number each verb and subject/object/ complement section separately. Point out that the order of each part of the sentence is not reflected in the table: the table is just a way to analyze the sentences.
Set the rest of the sentences for individual work and pairwork checking. Feed back with the whole class. Draw their attention to the ‘main’ parts of the sentence: it is very important in reading that they should be able to identify these. Notice also that the main parts can stand on their own and make complete sentences.
2 Set for individual work. If the clause is active it should be changed to passive, and vice versa.
Answers
Model answers (paragraph numbers in brackets): 1 See table on next page. 2 Possible answers:
A Schemata may be developed by children, in a process of experimentation, which continuously tests their theories about their environment.
B The older members of a society use language as a cultural tool to transmit traditional values to younger members.
Word social (2) linguistic (2) Base and meaning society (n, C) – living in a group lingua
1. (n, Latin) – tongue 2. language
importantly (2) important (adj) – to be significant generation (2)
generate (v) – to produce scaffolding (4) idealized (5)
predetermined (5)
scientist (5) scaffold
1. (n, U) – support 2 (v, T) – support
ideal
1. (n, C) – ideological principles 2. (adj,) – perfect
determine (v) – decide, limit, fix, establish
science (n, C/U) – the rational study of physical phenomena through observation and experimentation
~ed = past perfect = adjective ending
pre~ = in advance ~ed = past perfect adjective ending
~ist = noun ending ~ly = adverb ~ation = noun ending ~ing = noun ending Effect of affix ~al = adjective ending ~istic = adjective ending Meaning in text
shared experiences communicated through language
related to understanding language
a key point
a group of people of the same age
providing an organized framework for learning
imaginary, unreal
stages of learning that are fixed by developmental processes
a person who studies the material world
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