| Document Type
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BL
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| Record Number
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873527
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| Main Entry
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Lightbown, Patsy.
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| Title & Author
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How languages are learned /\ Patsy M. Lightbown and Nina Spada.
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| Edition Statement
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2nd ed.
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| Publication Statement
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Oxford ;New York :: Oxford University Press,, 1999.
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| Series Statement
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Oxford handbooks for language teachers
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| Page. NO
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xvi, 192 pages :: illustrations ;; 25 cm
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| ISBN
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0194370003
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: 3464107361
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: 9780194370004
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: 9783464107362
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| Notes
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Previous edition: 1993.
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| Bibliographies/Indexes
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Includes bibliographical references (pages 180-189) and index.
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| Contents
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1. Learning a first language -- Milestones and patterns in development -- Theoretical approaches to explaining first language learning -- Summary -- 2. Theoretical approaches to explaining second language learning -- Behaviourism -- Innatism -- Recent psychological theories -- The interactionist position -- Summary.
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3. Factors affecting second language learning -- Research on learner characteristics -- Summary -- 4. Learner language -- The concept of learner language -- Developmental sequences -- Movement through developmental sequences -- New ways of looking at first language influence -- Summary.
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5. Observing second language teaching -- Comparing instructional and natural settings for language learning -- Classroom observation schemes -- Feedback in the classroom -- Summary -- 6. Second language learning in the classroom -- Five proposals for classroom teaching -- The implications of classroom research for teaching -- Summary.
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7. Popular ideas about language learning: facts and opinions -- Languages are learned mainly through imitation -- Parents usually correct young children when they make grammatical errors -- People with high IQs are good language learners -- The most important factor in second language acquisition success is motivation -- The earlier a second language is introduced in school programs, the greater the likelihood of success -- Most of the mistakes which second language learners make are due to interference from their first language -- Teachers should present grammatical rules one at a time -- Teachers should teach simple structures before complex ones -- Learners' errors should be corrected as soon as they are made in order to prevent bad habits -- Teachers should use materials that expose students only to language structures they have already ben taught -- When learners are allowed to interact freely they learn each others' mistakes -- students learn what they are taught -- Conclusion.
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| Abstract
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Explains theories of language acquisition for classroom teaching of first or second languages. Examines factors such as intelligence, personality and age on language learning, as well as new research ideas.
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| Subject
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Language acquisition.
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| Subject
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Second language acquisition.
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| Subject
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Langage et langues-- Étude et enseignement-- Méthodologie.
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| Subject
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Englischunterricht
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| Subject
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Fremdsprachenlernen
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Fremdsprachenunterricht
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Language acquisition.
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Second language acquisition.
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| Subject
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Spracherwerb
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Sprachunterricht
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Taalonderwijs.
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| Subject
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Tweedetaalverwerving.
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| Dewey Classification
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401.93
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| LC Classification
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P118.L42 1999
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P118.L458 2006
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| NLM classification
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17.41bcl
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17.43bcl
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5,3ssgn
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D 2230dopaed
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D 5200dopaed
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D 5430dopaed
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ES 767rvk
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H319.3clc
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HD 192rvk
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| Added Entry
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Spada, Nina Margaret.
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