“1+1>2”外语学习模式PDF|Epub|txt|kindle电子书版本网盘下载

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Chapter 1 Introduction1

1.1 Research objective1

1.2 Characteristics of the model2

1.3 Main idea of the model4

1.4 General organization4

Chapter 2 Background of the Study7

2.1 Language learning and culture learning7

2.1.1 Language,culture and thought7

2.1.2 Language learning,socialization,and cognitive development18

2.2 The bilingual:how the two languages interact on him/her28

2.2.1 The cognitive psychology level28

2.2.2 The educational psychology level30

2.3 The social psychology level:attitude,motivation,and cultural identities in L2 learning31

2.3.1 The acculturation model31

2.3.2 The nativization model36

2.3.3 Personality development models37

2.3.4 Other acculturation models39

2.3.5 Additive bilingualism and subtractive bilingualism in the acculturation models42

2.3.6 Comments on the acculturation models43

2.4 Summary50

Chapter 3 Theoretical Basis and Empirical Research Design51

3.1 Maslow's theory of basic need hierarchy and self-actualization51

3.1.1 Hierarchy of basic needs51

3.1.2 Self-actualization53

3.1.3 Comments on Maslow's theory of basic needs and self-actualization58

3.1.4 The self-actualizing L2 learner65

3.2 Research design for empirical study67

3.2.1 General rationale67

3.2.2 Research questions68

3.2.3 Method68

3.3 Summary72

Chapter 4 Results and Discussion74

4.1 Common qualities of informants74

4.1.1 Openness75

4.1.2 Criticalness and transcendence91

4.1.3 Incorporation96

4.2 Psychological process124

4.2.1 Sub-group characteristics124

4.2.2 Common patterns of psychological process133

4.3 Summary140

Chapter 5 A"1+1>2"Model of L2 Learning144

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 framework149

5.3 The learning process151

5.4 Sociocultural competence as L2 learning outcome154

5.4.1 Components of sociocultural competence154

5.4.2 Sociocultural competence as open and closed capacities161

5.4.3 The relation between the three components of sociocultural competence and three levels of culture164

5.4.4 Creativity and sociocultural competence-the bucket theory166

5.5 Summary168

Chapter 6 Pedagogical Implications of the"1+1>2"Model169

6.1 The significance of studying the"best learners"169

6.2 The need of treating sociocultural competence as an educational objective171

6.2.1 Doses of C2 exposure as both objective and subjective products172

6.2.2 Contemporary China is undergoing profound value change-seen from a semantic differential test179

6.2.3 The era for the training of sociocultural competence183

6.2.4 Critical competence facilitates linguistic competence191

6.3 Suggestions for pedagogy192

6.3.1 Include various aspects of C2 critical competence in the curriculum192

6.3.2 Construct check lists of C2 and C1 literacy193

6.3.3 Make Chinese Culture a required course194

6.3.4 Teach courses of cultural comparison195

6.3.5 Compile textbooks that integrate components of communicative competence and critical competence196

6.3.6 Develop systems of teaching methods and techniques to cultivate cultural awareness197

6.3.7 Promote classroom and extracurricular activities beneficial to the training of critical competence199

6.3.8 Develop a test measuring critical competence199

6.4 Summary200

Chapter 7 Conclusion202

7.1 Major features and contributions of the"1+1>2"model202

7.1.1 "1+1>2"202

7.1.2 Personality transformation on a vertical dimension203

7.1.3 Sociocultural competence203

7.1.4 Culture at the physical,interpersonal and psychological levels203

7.2 Range of application204

7.3 Limitations205

7.4 Concluding remarks206

Bibliography209

Appendix:Questionnaire for the Selection of Informants219