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How Languages Are Learned / Patsy M. Lightbown and Nina Spada.

By: M. Lightbown, Patsy.
Contributor(s): Spada, Nina Margaret.
Series: Oxford Handbooks for Language Teachers. Publisher: Oxford : Oxford University Press, 2013Edition: 4th ed.Description: ix, 256 p. : ill. ; 25 cm.ISBN: 9780194541268 (pbk).Subject(s): Langage et langues -- Étude et enseignement -- Méthodologie | Second language acquisition | Langue seconde -- Acquisition | Language acquisition | Langage -- Acquisition | Language transfer (Language learning) | Transfert (Apprentissage d'une langue) | Interlanguage (Language learning)Online resources: Publisher's Website. | Check the UO Library catalog.
Contents:
Preface to the fourth edition
Introduction
Before we begin...
1. Language learning in early childhood Preview -- First language acquisition -- The first three years: Milestones and developmental sequences -- The pre-school years -- The school years -- Explaining first language acquisition -- The behaviourist perspective -- The innatist perspective -- Interactionist/developmental perspectives -- Language disorders and delays -- Childhood bilingualism -- Summary -- Suggestions for further reading
2. Second language learning Preview -- Learner characteristics -- Learning conditions -- Studying the language of second language learners -- Contrastive analysis, error analysis, and interlanguage -- Developmental sequences -- More about first language influence -- Vocabulary -- Pragmatics -- Phonology -- Sampling learners' language -- Summary -- Suggestions for further reading
3. Individual differences in second language learning Preview -- Research on learner characteristics -- Intelligence -- Language learning aptitude -- Learning styles -- Personality -- Attitudes and motivation -- Motivation in the classroom -- Identity and ethnic group affiliation -- Learner beliefs -- Individual differences and classroom instruction -- Age and second language learning -- The critical period: More than just pronunciation? -- Intuitions of grammaticality -- Rate of learning -- Age and second language instruction -- Summary -- Suggestions for further reading
4. Explaining second language learning Preview -- The behaviourist perspective -- Second language applications : Mimicry and memorization -- The innatist perspective -- Second language applications: Krashen's 'Monitor Model' -- The cognitive perspective -- Information processing -- Usage-based learning -- The competition model -- Language and the brain -- Second language applications: Interacting, noticing, processing, and practising -- The sociocultural perspective -- Second language applications: Learning by talking -- Summary -- Suggestions for further reading
5. Observing learning and teaching in the second language classroom Preview -- Natural and instructional settings -- In natural acquisition settings -- In structure-based instructional settings -- In communicative instructional settings -- Observation schemes -- Classroom comparisons: Teacher-student interactions -- Classroom comparisons: Student-student interactions -- Corrective feedback in the classroom -- Questions in the classroom -- Ethnography -- Summary -- Suggestions for further reading
6. Second language learning in the classroom Preview -- Proposals for teaching -- 1. Get it right from the beginning -- 2. Just listen... and read -- 3. Let's talk -- 4. Get two for one -- 5. Teach what is teachable -- 6. Get it right in the end -- Assessing the proposals -- Summary --Suggestions for further reading
7. Popular ideas about language learning revisited Preview -- Reflecting on the popular ideas: Learning from research -- Conclusion
Glossary
Bibliography
Inde
Summary: "This series provides a source of reference for both language teachers and teacher trainers. Each title can be used both as basis for courses and seminars and as a longer-term reference text for the teacher's bookshelf. -- This prize-winning readable introduction to research in language acquisition is recommended reading for second language teachers worldwide. Now in its fourth edition, How Languages Are Learned is highly valued for the way it relates language acquisition theory and research to teaching and learning in the language classroom. -- New for this edition: Updated content gives teachers information about recent research on L2 learning -- Activities and Questions for Reflection personalise content and support critical thinking -- Extra Activities, Study Questions, and videos available online at www.oup.com/elt/teacher/hlal ; Also available as an e-book: see www.oup.com/elt for details." (Book Cover)
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Non-fiction MET LIG (Browse shelf) 1 Available A029031

Also available in ebook format.

Includes a glossary, bibliographical references (pages 227-247) and index.

Preface to the fourth edition

Introduction

Before we begin...

1. Language learning in early childhood Preview -- First language acquisition -- The first three years: Milestones and developmental sequences -- The pre-school years -- The school years -- Explaining first language acquisition -- The behaviourist perspective -- The innatist perspective -- Interactionist/developmental perspectives -- Language disorders and delays -- Childhood bilingualism -- Summary -- Suggestions for further reading

2. Second language learning Preview -- Learner characteristics -- Learning conditions -- Studying the language of second language learners -- Contrastive analysis, error analysis, and interlanguage -- Developmental sequences -- More about first language influence -- Vocabulary -- Pragmatics -- Phonology -- Sampling learners' language -- Summary
-- Suggestions for further reading

3. Individual differences in second language learning Preview -- Research on learner characteristics -- Intelligence -- Language learning aptitude -- Learning styles -- Personality -- Attitudes and motivation -- Motivation in the classroom -- Identity and ethnic group affiliation -- Learner beliefs -- Individual differences and classroom instruction -- Age and second language learning -- The critical period: More than just pronunciation? -- Intuitions of grammaticality -- Rate of learning -- Age and second language instruction -- Summary
-- Suggestions for further reading

4. Explaining second language learning Preview -- The behaviourist perspective -- Second language applications : Mimicry and memorization -- The innatist perspective -- Second language applications: Krashen's 'Monitor Model' -- The cognitive perspective -- Information processing -- Usage-based learning -- The competition model -- Language and the brain -- Second language applications: Interacting, noticing, processing, and practising -- The sociocultural perspective -- Second language applications: Learning by talking -- Summary -- Suggestions for further reading

5. Observing learning and teaching in the second language classroom Preview -- Natural and instructional settings -- In natural acquisition settings -- In structure-based instructional settings -- In communicative instructional settings -- Observation schemes -- Classroom comparisons: Teacher-student interactions -- Classroom comparisons: Student-student interactions -- Corrective feedback in the classroom -- Questions in the classroom -- Ethnography -- Summary -- Suggestions for further reading

6. Second language learning in the classroom Preview -- Proposals for teaching -- 1. Get it right from the beginning -- 2. Just listen... and read -- 3. Let's talk -- 4. Get two for one -- 5. Teach what is teachable -- 6. Get it right in the end -- Assessing the proposals -- Summary --Suggestions for further reading

7. Popular ideas about language learning revisited Preview -- Reflecting on the popular ideas: Learning from research -- Conclusion

Glossary

Bibliography

Inde

"This series provides a source of reference for both language teachers and teacher trainers. Each title can be used both as basis for courses and seminars and as a longer-term reference text for the teacher's bookshelf. -- This prize-winning readable introduction to research in language acquisition is recommended reading for second language teachers worldwide. Now in its fourth edition, How Languages Are Learned is highly valued for the way it relates language acquisition theory and research to teaching and learning in the language classroom. -- New for this edition: Updated content gives teachers information about recent research on L2 learning -- Activities and Questions for Reflection personalise content and support critical thinking -- Extra Activities, Study Questions, and videos available online at www.oup.com/elt/teacher/hlal ; Also available as an e-book: see www.oup.com/elt for details." (Book Cover)

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