By Guo'an Wang
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Extra info for Learn to Speak Chinese: Bk. 1
Example text
Because of the vast body of information available in the literature, what follows cannot be more than a brief summary. 1. Individual Factors Several individual factors have been studied in order to assess their role in L2 development. They include age, anxiety, empathy, extroversion, intro- 32 CHAPTER 2 version, and risk-taking. Of these variables, age and anxiety appear to play a relatively greater role than the others. 1. Age. It is generally believed that the age at which learners begin to learn a second language influences their ultimate attainment in language knowledge/ability.
45). 30 CHAPTER 2 Krashen (1981, and elsewhere) asserted that comprehensible input and low affective filter are the only two factors that determine intake. He is convinced that “every other factor hypothesized to relate to SLA reduces to input plus low filter” (1983, p. 141). Larsen-Freeman (1983) too suggested that “the key to input’s becoming intake is its comprehensibility” (p. 14). Sharwood Smith (1985) took exception to these views and stated that it is “particularly unreasonable to give L2 input the unique role in explanation of intake” (p.
It seems reasonable enough to talk about a knowledge of grammatical rules or sociocultural conventions, but knowing how to compensate for relative incompetence will surely often, if not usually, be a matter of expedient tactical maneuver. (p. 166) LANGUAGE: CONCEPTS AND PRECEPTS 19 As a result of these and other shortcomings of the Canale/Swain framework, other formulations of language competence have been proposed. Bachman (1990), for instance, has proposed a Communicative Language Ability model.