LEADER 04196nam 2200613 a 450 001 9910821221003321 005 20240417235857.0 010 $a1-281-73022-X 010 $a9786611730222 010 $a0-300-12941-6 024 7 $a10.12987/9780300129410 035 $a(CKB)1000000000471998 035 $a(StDuBDS)AH23049585 035 $a(SSID)ssj0000221086 035 $a(PQKBManifestationID)11186708 035 $a(PQKBTitleCode)TC0000221086 035 $a(PQKBWorkID)10160401 035 $a(PQKB)11104236 035 $a(Au-PeEL)EBL3419955 035 $a(CaPaEBR)ebr10169981 035 $a(CaONFJC)MIL173022 035 $a(OCoLC)923588868 035 $a(DE-B1597)485482 035 $a(OCoLC)952732375 035 $a(DE-B1597)9780300129410 035 $a(MiAaPQ)EBC3419955 035 $a(EXLCZ)991000000000471998 100 $a20030509d2004 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 12$aA philosophy of second language acquisition /$fMarysia Johnson 205 $a1st ed. 210 $aNew Haven $cYale University Press$dc2004 215 $a1 online resource (224 p.) 225 1 $aYale language series 311 0 $a0-300-10026-4 320 $aIncludes bibliographical references (p. 191-202) and index. 327 $tFront matter --$tContents --$tAcknowledgments --$tIntroduction --$t1. Three Major Scientific Research Traditions --$t2. Behaviorism and Second Language Learning --$t3. The Cognitive Tradition and Second Language Acquisition --$t4. Information Processing Models --$t5. Communicative Competence Versus Interactional Competence --$t6. Fundamental Principles of Vygotsky's Sociocultural Theory --$t7. Bakhtin's Dialogized Heteroglossia --$t8. Vygotsky's Sociocultural Theory and Second Language Learning --$t9. Building a New Model of Second Language Acquisition --$tBibliography --$tIndex 330 $bHow does a person learn a second language? In this provocative book, Marysia Johnson proposes a new model of second language acquisition (SLA)a model that shifts the focus from language competence (the ability to pass a language exam) to language performance (using language competently in real-life contexts).Johnson argues that current SLA theory and research is heavily biased in the direction of the cognitive and experimental scientific tradition. She shows that most models of SLA are linear in nature and subscribe to the conduit metaphor of knowledge transfer: the speaker encodes a message, the hearer decodes the sent message. Such models establish a strict demarcation between learners mental and social processes. Yet the origin of second language acquisition is located not exclusively in the learners mind but also in a dialogical interaction conducted in a variety of sociocultural and institutional settings, says the author. Drawing on Vygotskys sociocultural theory and Bakhtins literary theory, she constructs an alternative framework for second language theory, research, teaching, and testing. This approach directs attention toward the investigation of dynamic and dialectical relationships between the interpersonal (social) plane and the intrapersonal (individual) plane. Johnsons model shifts the focus of SLA away from a narrow emphasis on language competence toward a broader view that encompasses the interaction between language competence and performance.Original and controversial, A Philosophy of Second Language Acquisition offers: an introduction to Vygotskys sociocultural theory and Bakhtins literary theory, both of which support an alternative framework for second language acquisition; an examination of the existing cognitive bias in SLA theory and research; a radically new model of second language acquisition. 410 0$aYale language series. 606 $aSecond language acquisition 615 0$aSecond language acquisition. 676 $a418/.001/9 700 $aJohnson$b Marysia$f1958-$01610847 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910821221003321 996 $aA philosophy of second language acquisition$93973034 997 $aUNINA