第二语言学习的条件 英文PDF电子书下载

ContentSIntroduction 1

The task of a general theory 1

Other models 5

1 A general theory of second language learning 11

Features of a general theory 11

Conditions for second language learning 14

An overview 25

Interlanguage 30

2 Knowing a language 30

Variability 36

Variety of language 41

3 Knowing how to use a language 46

Duality of knowledge and skills 46

Communicative competence 51

The view from theory 56

4 Structures and functions 59

The approach from language testing 59

Testing structural knowledge 60

Testing integrated functions 61

Necessary or imposed order 65

Goals for learning Hebrew—an example 66

5 Measuring knowledge of a second language 71

The idea of general proficiency 71

Relating the models 76

Linguistic outcomes in a general theory 78

6 The psycholinguistic basis 83

The human learner 83

The argument from linguistic theory 89

The relevance of age 91

7 Ability and personality 100

Individual differences 100

Intelligence 102

Aptitude 104

Learning styles and strategies 108

Personality 110

Anxiety in second language learning 113

8 The linguistic basis 117

Contrastive analysis 117

Universals and contrastive analysis 121

Universals and second language learning 124

9 The social context 131

Social factors 131

The stylistic dimension 136

The acculturation model 142

10 Attitudes and motivation 148

Language learning motivation 148

The socio-educational model 154

Attitudes，motivation，and acculturation 157

Social basis of motivation 160

11 Opportunities for second language learning 166

Opportunities for learning 166

Informal and formallearning 170

Pidginization and creolization 173

Foreigner talk 178

12 Formal instruction 187

The nature and effect of input 187

The value of formalinstruction 193

The approach from teaching 197

Testing a preference model 202

13 Testing the model 202

Defining the outcomes 204

Ability and personality 205

Anxiety 207

Attitudes and rationales 207

The effects of attitudes 209

Opportunities for learning 211

A causal model 213

Choosing a model 221

14 The form of a general theory 221

Beyond the preference model 225

Extension of the theory to language loss 228

Conclusion 229

AppendixCase study：Hebrew in a Jewish school 232

The case study 232

The reliability and validity of self-assessment 233

Tables 235

Bibliography and citation index 244

Index 265