.

0 (hodnocen0 x )

BK

Oxford : Oxford University, 1992

ISBN 0-19-437063-1

000015476

Rekat.

Contents // Preface ix // Introduction 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 // 2 Knowing a language 30 // Interlanguage 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 // Contents // 7 Ability and personality ?? // Individual differences ?? // Intelligence ?2 // Aptitude ?4 // Learning styles and strategies 108 // Personality 1? // 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 I31 // Social factors I3I // The stylistic dimension 136 // The acculturation model 142 // 10 Attitudes and motivation 148 // Language learning

motivation 148 // The socio-educational model I54 // Attitudes, motivation, and acculturation 157 // Social basis of motivation 16Q // 11 Opportunities for second language learning 166 // Opportunities for learning 166 // Informal and formal learning 170 // Pidginization and creolization I73 // Foreigner talk 178 // 12 Formal instruction I87 // The nature and effect of input 187 // The value of formal instruction 193 // The approach from teaching I97 // 13 Testing the model 202 // Testing a preference 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 // Contents vii // 14 The form of a general theory 221 // Choosing a model 221 // Beyond the preference model 225 // Extension of the theory to language loss 228 // Conclusion 229 // Appendix // Case 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