How languages are learned

By: Lightbown, Patsy MContributor(s): Spada, NinaMaterial type: TextTextPublication details: Oxford ; New York : Oxford University Press, 1999Edition: 2nd EditionDescription: xvi, 192 p. : illustrationsISBN: 0194370003 ; 9780194370004 ; 3464107361 ; 9783464107362Subject(s): Language acquisition | Second language acquisitionDDC classification: 401.93
Contents:
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. -- 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. -- 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. -- 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.
Summary: 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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Included Bibliography, Index.

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. --
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. --
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. --
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.

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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