How languages are learned:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford
Oxford University Press
2021
|
| Ausgabe: | Fifth edition |
| Schriftenreihe: | Oxford handbooks for language teachers
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis |
| Beschreibung: | ix, 280 Seiten Illustrationen |
| ISBN: | 9780194406291 |
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Datensatz im Suchindex
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CONTENTS Acknowledgements Preface to the fifth edition xi xiii Introduction 1 Before we begin . 3 1 Language learning in early childhood 5 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 learner language Contrastive analysis, error analysis, and interlanguage Developmental sequences More about first language influence Vocabulary Pragmatics Pronunciation Sampling learner language Summary Suggestions for further reading 5 5 6 12 13 14 15 19 24 30 31 35 35 37 37 38 40 42 43 47 59 62 68 71 75 76 77
viii Contents 3 Individual differences insecond language learning Preview Research on learner characteristics Language learning aptitude Personality Attitudes and motivation Motivation in the classroom Identity, ethnic group affiliation,and learner agency Learning styles and 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: Krashens ‘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 Complex dynamic systems theory Second language applications: CDST Summary Suggestions for further reading 79 79 81 83 87 89 91 92 94 96 97 98 '99 100 101 104 105 107 107 107 108 108 110 112 113 115 115 117 118 123 124 125 126 127 130
Contents 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 Time for learning languages in school Ethnography Summary Suggestions for further reading 133 133 133 134 136 137 139 140 145 150 155 159 161 163 164 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 165 165 165 166 172 179 184 192 199 213 215 217 7 Popular ideas about language learning revisited Preview Reflecting on the popular ideas: Learning from research Conclusion Glossary References Index 219 219 219 231 233 247 275 ix |
| adam_txt |
CONTENTS Acknowledgements Preface to the fifth edition xi xiii Introduction 1 Before we begin . 3 1 Language learning in early childhood 5 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 learner language Contrastive analysis, error analysis, and interlanguage Developmental sequences More about first language influence Vocabulary Pragmatics Pronunciation Sampling learner language Summary Suggestions for further reading 5 5 6 12 13 14 15 19 24 30 31 35 35 37 37 38 40 42 43 47 59 62 68 71 75 76 77
viii Contents 3 Individual differences insecond language learning Preview Research on learner characteristics Language learning aptitude Personality Attitudes and motivation Motivation in the classroom Identity, ethnic group affiliation,and learner agency Learning styles and 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: Krashens ‘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 Complex dynamic systems theory Second language applications: CDST Summary Suggestions for further reading 79 79 81 83 87 89 91 92 94 96 97 98 '99 100 101 104 105 107 107 107 108 108 110 112 113 115 115 117 118 123 124 125 126 127 130
Contents 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 Time for learning languages in school Ethnography Summary Suggestions for further reading 133 133 133 134 136 137 139 140 145 150 155 159 161 163 164 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 165 165 165 166 172 179 184 192 199 213 215 217 7 Popular ideas about language learning revisited Preview Reflecting on the popular ideas: Learning from research Conclusion Glossary References Index 219 219 219 231 233 247 275 ix |
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| isbn | 9780194406291 |
| language | English |
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| title | How languages are learned |
| title_auth | How languages are learned |
| title_exact_search | How languages are learned |
| title_exact_search_txtP | How languages are learned |
| title_full | How languages are learned Patsy M. Lightbown & Nina Spada |
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| title_full_unstemmed | How languages are learned Patsy M. Lightbown & Nina Spada |
| title_short | How languages are learned |
| title_sort | how languages are learned |
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Inhaltsverzeichnis
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THWS Schweinfurt Zentralbibliothek Lesesaal
| Signatur: |
2000 ER 925 L723(5) |
|---|---|
| Exemplar 1 | ausleihbar Verfügbar Bestellen |