Chapter 1 Introduction 1
1.1 Research objective 1
1.2 Characteristics of the model 2
1.3 Main idea of the model 4
1.4 General organization 4
Chapter 2 Background of the Study 7
2.1 Language learning and culture learning 7
2.1.1 Language,culture and thought 7
2.1.2 Language learning,socialization,and cognitive development 18
2.2 The bilingual:how the two languages interact on him/her 28
2.2.1 The cognitive psychology level 28
2.2.2 The educational psychology level 30
2.3 The social psychology level:attitude,motivation,and cultural identities in L2 learning 31
2.3.1 The acculturation model 31
2.3.2 The nativization model 36
2.3.3 Personality development models 37
2.3.4 Other acculturation models 39
2.3.5 Additive bilingualism and subtractive bilingualism in the acculturation models 42
2.3.6 Comments on the acculturation models 43
2.4 Summary 50
Chapter 3 Theoretical Basis and Empirical Research Design 51
3.1 Maslow's theory of basic need hierarchy and self-actualization 51
3.1.1 Hierarchy of basic needs 51
3.1.2 Self-actualization 53
3.1.3 Comments on Maslow's theory of basic needs and self-actualization 58
3.1.4 The self-actualizing L2 learner 65
3.2 Research design for empirical study 67
3.2.1 General rationale 67
3.2.2 Research questions 68
3.2.3 Method 68
3.3 Summary 72
Chapter 4 Results and Discussion 74
4.1 Common qualities of informants 74
4.1.1 Openness 75
4.1.2 Criticalness and transcendence 91
4.1.3 Incorporation 96
4.2 Psychological process 124
4.2.1 Sub-group characteristics 124
4.2.2 Common patterns of psychological process 133
4.3 Summary 140
Chapter 5 A"1+1>2"Model of L2 Learning 144
5.1 L2 learning as"1-1=1，""1+1=1，"and"1+1>2" 144
5.1.1 Subtractive bilingualism and"1-1=1" 144
5.1.2 Additive bilingualism and"1+1=1" 145
5.1.3 Productive bilingualism and"1+1>2" 146
5.2 The role of attitude and motivation in a general framework 149
5.3 The learning process 151
5.4 Sociocultural competence as L2 learning outcome 154
5.4.1 Components of sociocultural competence 154
5.4.2 Sociocultural competence as open and closed capacities 161
5.4.3 The relation between the three components of sociocultural competence and three levels of culture 164
5.4.4 Creativity and sociocultural competence-the bucket theory 166
5.5 Summary 168
Chapter 6 Pedagogical Implications of the"1+1>2"Model 169
6.1 The significance of studying the"best learners" 169
6.2 The need of treating sociocultural competence as an educational objective 171
6.2.1 Doses of C2 exposure as both objective and subjective products 172
6.2.2 Contemporary China is undergoing profound value change-seen from a semantic differential test 179
6.2.3 The era for the training of sociocultural competence 183
6.2.4 Critical competence facilitates linguistic competence 191
6.3 Suggestions for pedagogy 192
6.3.1 Include various aspects of C2 critical competence in the curriculum 192
6.3.2 Construct check lists of C2 and C1 literacy 193
6.3.3 Make Chinese Culture a required course 194
6.3.4 Teach courses of cultural comparison 195
6.3.5 Compile textbooks that integrate components of communicative competence and critical competence 196
6.3.6 Develop systems of teaching methods and techniques to cultivate cultural awareness 197
6.3.7 Promote classroom and extracurricular activities beneficial to the training of critical competence 199
6.3.8 Develop a test measuring critical competence 199
6.4 Summary 200
Chapter 7 Conclusion 202
7.1 Major features and contributions of the"1+1>2"model 202
7.1.1 "1+1>2" 202
7.1.2 Personality transformation on a vertical dimension 203
7.1.3 Sociocultural competence 203
7.1.4 Culture at the physical,interpersonal and psychological levels 203
7.2 Range of application 204
7.3 Limitations 205
7.4 Concluding remarks 206
Bibliography 209
Appendix:Questionnaire for the Selection of Informants 219