Manfred Man-fat Wu - Böcker

Wu’s book provides an innovative perspective on, and recommendations for, the major aspects of second language (L2) teaching from a Hegelian anthro-philosophical perspective. Language is social in nature and is related to the larger social milieu. Hegelian philosophy of language complements existing research and theories on L2 learning by not only equipping them with a systematic framework but also broadening their scope. In Hegelian philosophy, language not only has its individual and interpersonal dimensions but is also related to the community, society, and morality. The Hegelian perspective also suggests a number of functions of L2 which have either been neglected or rejected by L2 researchers. This book highlights these neglected elements such as intersubjectivity, mutual recognition, universalization and objectivization of inner subjectivity of individuals, as well as moral enhancement. These concepts generate insights on the teaching and learning of L2. Wu’s volume also covers how the Hegelian anthro-philosophical perspective can help to re-interpret research results on L2 learner characteristics that are related to L2 learning to date such as L2 identity and autonomy. The book offers an alternative research paradigm, teaching philosophy, pedagogical implications, and suggestions for scholars, practitioners, and students in the professional field of L2 teaching.

Wu’s book provides an innovative perspective on, and recommendations for, the major aspects of second language (L2) teaching from a Hegelian anthro-philosophical perspective. Language is social in nature and is related to the larger social milieu. Hegelian philosophy of language complements existing research and theories on L2 learning by not only equipping them with a systematic framework but also broadening their scope. In Hegelian philosophy, language not only has its individual and interpersonal dimensions but is also related to the community, society, and morality. The Hegelian perspective also suggests a number of functions of L2 which have either been neglected or rejected by L2 researchers. This book highlights these neglected elements such as intersubjectivity, mutual recognition, universalization and objectivization of inner subjectivity of individuals, as well as moral enhancement. These concepts generate insights on the teaching and learning of L2. Wu’s volume also covers how the Hegelian anthro-philosophical perspective can help to re-interpret research results on L2 learner characteristics that are related to L2 learning to date such as L2 identity and autonomy. The book offers an alternative research paradigm, teaching philosophy, pedagogical implications, and suggestions for scholars, practitioners, and students in the professional field of L2 teaching.

Since L2 autonomy - the capacity to control the psychological and socio-cultural dimensions related to L2 learning (Benson, 2001) - is an integral part of L2 identity and contributes to successful language learning, the author considers how to reconceptualise and foster L2 autonomy in the age of globalisation.