The Development of Second Language Proficiency

doi:10.1017/CBO9781139524568

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Edited by Birgit Harley, Patrick Allen, Jim Cummins, Merrill Swain

Publisher:: Cambridge University Press
Online publication date:: October 2012
Print publication year:: 1990
Online ISBN:: 9781139524568
DOI:: https://doi.org/10.1017/CBO9781139524568

Series:: Cambridge Applied Linguistics
Subjects:: Books for Teachers, Applied Linguistics, ELT Applied Linguistics

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This text presents the findings of a major investigation of second language proficiency in various groups of school-aged learners.It invites a frank appraisal of the research from an outside panel of experts. The theoretical and practical implications of the study are the subject of a lively debate focused on three main research issues: the nature of second language proficiency, the impact of classroom treatment on second language learning, and the role of social and individual factors in bilingual development. This original collection of articles will be of interest to all those concerned with policy and practice in second language education.

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The Development of Second Language Proficiency

This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

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Contents

Frontmatter
pp i-iv

Contents
pp v-viii

List of contributors
pp ix-x

Series editors' preface
pp xi-xii

Acknowledgments
pp xiii-xiv

Introduction
pp 1-4

I - THE NATURE OF LANGUAGE PROFICIENCY
pp 5-6

Chapter 1 - The nature of language proficiency
pp 7-25

Chapter 2 - Constructing measures and measuring constructs
pp 26-38

Chapter 3 - Communicative competence revisited
pp 39-49

Chapter 4 - Response by DBP project members to the discussion papers of Lyle Bachman and Jacquelyn Schachter
pp 50-54

II - CLASSROOM TREATMENT
pp 55-56

Chapter 5 - Aspects of classroom treatment: toward a more comprehensive view of second language education
pp 57-81

Chapter 6 - Process-product research on second language learning in classrooms
pp 82-92

Chapter 7 - Analysis and experience as variables in second language pedagogy
pp 93-109

Chapter 8 - Response by DBP project members to the discussion papers of Patsy Lightbown and H.H. (David) Stern
pp 110-116

III - SOCIAL AND INDIVIDUAL VARIABLES
pp 117-118

Chapter 9 - Social and individual factors in the development of bilingual proficiency
pp 119-133

Chapter 10 - Social and individual factors in language acquisition: some models of bilingual proficiency
pp 134-145

Chapter 11 - The role of context and age in the development of bilingual proficiency
pp 146-157

Chapter 12 - The relationship between first and second languages: language proficiency and language aptitude
pp 158-174

Chapter 13 - Response by DBP project members to the discussion papers of Richard Bourhis and Alison d'Anglejan
pp 175-178

IV - PRACTICAL AND POLICY IMPLICATIONS
pp 179-180

Chapter 14 - The complementary roles of researchers and practitioners in second language education
pp 181-186

Chapter 15 - Educational language policies in Utopia
pp 187-198

V - THIRTY-FIVE YEARS OF RESEARCH ON BILINGUALISM
pp 199-200

Chapter 16 - Persistent issues in bilingualism
pp 201-218

CONCLUSION
pp 219-220

Chapter 17 - The project in perspective
pp 221-226

References
pp 227-240

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The Development of Second Language Proficiency

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