Conditions for second language learning: Introduction to a general theory

Enhanced descriptions from Syndetics:

Spolsky here examines the conditions under which languages are learned, and how learning related to teaching. His theory, set out in the form of a preference model, emphasizes the need to be precise and clear on the nature of the goals and outcomes of learning, and to recognize the complexity of the concept of "knowing a second language."

Table of contents provided by Syndetics

• Preface
• Introduction
• The task of a general theory
• Other models
• 1 A general theory of second language learning
• Features of a general theory
• Conditions for second language learning
• An overview
• 2 Knowing a language
• Interlanguage
• Variability
• Variety of language
• 3 Knowing how to use a language
• Duality of knowledge and skills
• Communicative competence
• The view from theory
• 4 Structures and functions
• The approach from language testing
• Testing structural knowledge
• Testing integrated functions
• Necessary or imposed order
• Goals for learning Hebrew - an example
• 5 Measuring knowledge of a second language
• The idea of general proficiency
• Relating the models
• Linguistic outcomes in a general theory
• 6 The psycholinguistic basis
• The human learner
• The argument from linguistic theory
• The relevance of age
• 7 Ability and personality
• Individual differences
• Intelligence
• Aptitude
• Learning styles and strategies
• Personality
• Anxiety in second language learning
• 8 The linguistic basis
• Contrastive analysis
• Universals and contrastive analysis
• Universals and second language learning
• 9 The social context
• Social factors
• The stylistic dimension
• The acculturation model
• 10 Attitudes and motivation
• Language learning motivation
• The socio-educational model
• Attitudes, motivation, and acculturation
• Social basis of motivation
• 11 Opportunities for second language learning
• Opportunities for learning
• Informal and formal learning
• Pidginization and creolization
• Foreigner talk
• 12 Formal instruction
• The nature and effect of input
• The value of formal instruction
• The approach from teaching
• 13 Testing the model
• Testing a preference model
• Defining the outcomes
• Ability and personality
• Anxiety
• Attitudes and rationales
• The effects of attitudes
• Opportunities for learning
• A causal model
• 14 The form of a general theory
• Choosing a model
• Beyond the preference model
• Extension of the theory to language loss
• Conclusion
• Appendix
• Case study: Hebrew in a Jewish school
• The case study
• The reliability and validity of self-assessment
• Tables
• Bibliography and citation index
• Index