000			05646cam a2200565 i 4500
999			_c1642 _d1642
001			002324144
003			CaQMU
005			20230611222408.0
008			130619s2013 enka b s001 0 eng d
010			_a2013409235
020			_a9780194541268 (pbk)
035			_a(OCoLC)868551917
040			_beng _cJCRC
042			_alccopycat
050	0	0	_aP118.2 _b.L54 2013
100	1		_aM. Lightbown, Patsy
245	1	0	_aHow Languages Are Learned / _cPatsy M. Lightbown and Nina Spada.
250			_a4th ed.
260			_aOxford : _bOxford University Press, _c2013.
300			_aix, 256 p. : _bill. ; _c25 cm.
440			_aOxford Handbooks for Language Teachers
500			_aAlso available in ebook format.
504			_aIncludes a glossary, bibliographical references (pages 227-247) and index.
505			_aPreface to the fourth edition
505			_aIntroduction
505			_aBefore we begin...
505			_a1. Language learning in early childhood _tPreview -- 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
505			_a2. Second language learning _tPreview -- 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
505			_a3. Individual differences in second language learning _tPreview -- 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
505			_a4. Explaining second language learning _tPreview -- 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
505			_a5. Observing learning and teaching in the second language classroom _tPreview -- 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
505			_a6. Second language learning in the classroom _tPreview -- 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
505			_a7. Popular ideas about language learning revisited _tPreview -- Reflecting on the popular ideas: Learning from research -- Conclusion
505			_aGlossary
505			_aBibliography
505			_aInde
520			_a"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)
650		6	_aLangage et langues _xÉtude et enseignement _xMéthodologie.
650		0	_aSecond language acquisition.
650		6	_aLangue seconde _xAcquisition.
650		0	_aLanguage acquisition.
650		6	_aLangage _xAcquisition.
650		0	_aLanguage transfer (Language learning)
650		6	_aTransfert (Apprentissage d'une langue)
650		0	_aInterlanguage (Language learning)
700	1		_aSpada, Nina Margaret
856			_uhttp://www.oupcanada.com/catalog/9780194541268.html _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1tge0el/alma991007306779705161 _yCheck the UO Library catalog.
942			_2z _cBK