How Languages are Learned 4th edition Oxford Handbooks for Language Teachers

How Languages are Learned 4th edition   Oxford Handbooks for Language Teachers
Available:
Author: Patsy M. Lightbown,Nina Spada
Pages: 252
ISBN: 9780194541299
Release: 2013-01-10
Editor: Oxford University Press

DESCRIPTION OF THE BOOK:

Teachers are often told that new teaching methods and materials are 'based on the latest research'. But what does this mean in practice? This book introduces you to some of the language acquisition research that will help you not just to evaluate existing materials, but also to adapt and use them in a way that fits what we currently understand about how languages are learned.

How Languages are Learned

How Languages are Learned
Available:
Author: Patsy M. Lightbown,Nina Spada
Pages: 233
ISBN: UOM:39076002586068
Release: 2006-04-27
Editor: Oxford University Press

DESCRIPTION OF THE BOOK:

'How Languages Are Learned' provides a readable introduction to the main theories of first and second language acquisition, relating them to approaches to classroom methodology and practice.

How Languages are Learned

How Languages are Learned
Available:
Author: Patsy M. Lightbown,Nina Spada
Pages: 192
ISBN: UOM:39015055586427
Release: 1999
Editor: Oxford University Press, USA

DESCRIPTION OF THE BOOK:

This series is designed to provide a source of reference for both language teachers and teacher trainers. Each title is intended to serve both as a basis for courses and seminars, and as a longer-term reference text for the working teacher's bookshelf.This is a completely revised and updated edition of this readable introduction to the study of language acquisition. By understanding how languages are learned, teachers will be more able to judge the merits of different teaching methodologies and textbooks, and make the most of the time they spendwith learners. How Languages are Learned provides a clear introduction to the main theories of first and second language acquisition and, with the help of activities and questionnaires, discusses their practical impllications for language teaching.

How Languages are Learned with E book

How Languages are Learned with E book
Available:
Author: Patsy M. Lightbown,Nina Spada
Pages: 304
ISBN: 0194541258
Release: 2013-12
Editor: Unknown

DESCRIPTION OF THE BOOK:

How Second Languages are Learned

How Second Languages are Learned
Available:
Author: Roger Hawkins
Pages: 350
ISBN: 9781108475037
Release: 2018-11-30
Editor: Cambridge University Press

DESCRIPTION OF THE BOOK:

A comprehensive introduction to second language learning for newcomers to the field, with frequent summaries and supporting activities.

How Languages are Learned

How Languages are Learned
Available:
Author: Patsy Lightbown,Nina Spada
Pages: 304
ISBN: 0194541266
Release: 2013-01-24
Editor: OUP Oxford

DESCRIPTION OF THE BOOK:

Relates theories of first and second language acquisition to what actually goes on in the classroom Uses activities throughout to explore the practical implications of the ideas presented NEW Updated content gives teachers information about recent research on L2 learning NEW Activities and Questions for Reflection personalise content and support critical thinking NEW Extra Activities, Study Questions, and videos available online at www.oup.com/elt/teacher/hlal

Understanding Second Language Acquisition

Understanding Second Language Acquisition
Available:
Author: Lourdes Ortega
Pages: 320
ISBN: 9781444117059
Release: 2014-02-04
Editor: Routledge

DESCRIPTION OF THE BOOK:

Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.routledge.com/ortega.

Second Language Learning Theories

Second Language Learning Theories
Available:
Author: Rosamond Mitchell,Florence Myles,Emma Marsden
Pages: 372
ISBN: 9781444163117
Release: 2013-08-21
Editor: Routledge

DESCRIPTION OF THE BOOK:

Second Language Learning Theories is a clear and concise overview of the field of second language acquisition (SLA) theories. Written by a team of leading academics working in different SLA specialisms, this book provides expert analysis of the main theories from multiple perspectives to offer a broad and balanced introduction to the topic. The book covers all the main theoretical perspectives currently active in the SLA field and sets them in a broader perspective per chapter, e.g. linguistic, cognitive or sociolinguistic. Each chapter examines how various theories view language, the learner, and the acquisition process. Summaries of key studies and examples of data relating to a variety of languages illustrate the different theoretical perspectives. Each chapter concludes with an evaluative summary of the theories discussed. This third edition has been thoroughly updated to reflect the very latest research in the field of SLA. Key features include: a fully re-worked chapter on cognitive models of language and language learning a new chapter on information processing, including the roles of different types of memory and knowledge in language learning the addition of a glossary of key linguistic terms to help the non-specialist a new timeline of second language learning theory development This third edition takes account of the significant developments that have taken place in the field in recent years. Highly active domains in which theoretical and methodological advances have been made are treated in more depth to ensure that this new edition of Second Language Learning Theories remains as fresh and relevant as ever.

Doing Task Based Teaching Oxford Handbooks for Language Teachers

Doing Task Based Teaching   Oxford Handbooks for Language Teachers
Available:
Author: Jane Willis,David Willis
Pages: 294
ISBN: 9780194342698
Release: 2013-04-02
Editor: Oxford University Press

DESCRIPTION OF THE BOOK:

Task-based teaching has created enormous interest among teachers in recent years. But how does the idea of designing tasks (e.g. discussions, problems, games) that encourage learners to use real language work in practice? This book explains the basic principles behind task-based learning and teaching and gives practical examples of how to make it work in different teaching situations.

Focus on Content Based Language Teaching Oxford Key Concepts for the Language Classroom

Focus on Content Based Language Teaching   Oxford Key Concepts for the Language Classroom
Available:
Author: Patsy M. Lightbown
Pages: 261
ISBN: 9780194002943
Release: 2014-04-10
Editor: Oxford University Press

DESCRIPTION OF THE BOOK:

Examines the challenges of learning both language and content in the same class, and reviews classroom-based research on instructional practices that can meet those challenges in primary and secondary schools.

Multilingualism and L2 Acquisition

Multilingualism and L2 Acquisition
Available:
Author: Yolanda Ruiz de Zarobe,Leyre Ruiz de Zarobe
Pages: 106
ISBN: 9781315448107
Release: 2018-04-19
Editor: Routledge

DESCRIPTION OF THE BOOK:

In recent years we have witnessed a growing interest in multilingualism and its relationship with the learning and teaching of second/foreign languages. However, multilingualism is a highly complex phenomenon, which has a direct influence on how we learn languages. For instance, do we learn a second/foreign language in a similar way in a multilingual context as in a monolingual one? What is the role of the other languages spoken in the community? Do contrasting learning contexts, like CLIL or studying abroad, produce different results? Can positive emotions such as foreign language enjoyment have an active role in the foreign language learning process? These and other topics will be discussed in this book, with the aim of understanding multilingualism, how languages are learned and how to teach them better. This book was originally published as a special issue of the International Journal of Multilingualism.

Second Language Acquisition

Second Language Acquisition
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Author: Susan M. Gass,Larry Selinker
Pages: 488
ISBN: 0805835288
Release: 2001
Editor: Psychology Press

DESCRIPTION OF THE BOOK:

This book is a thorough revision of the highly successful text first published in 1994. The authors retain the multidisciplinary approach that presents research from linguistics, sociology, psychology, and education, in a format designed for use in an introductory course for undergraduate or graduate students. The research is updated throughout and there are new sections and chapters in this second edition as well. New chapters cover child language acquisition (first and second), Universal Grammar, and instructed language learning; new sections address issues, such as what data analysis doesn't show, replication of research findings, interlanguage transfer (multilingual acquisition and transfer), the aspect hypothesis, general nativism, connectionist approaches, and implicit/explicit knowledge. Major updates include nonlanguage influences and the lexicon. The workbook, Second Language Learning Data Analysis, Second Edition, makes an ideal accompaniment to the text.

Language and Learning in Multilingual Classrooms

Language and Learning in Multilingual Classrooms
Available:
Author: Elizabeth Coelho
Pages: 357
ISBN: 9781847697202
Release: 2012-06-25
Editor: Multilingual Matters

DESCRIPTION OF THE BOOK:

This book offers practical research-based advice for teachers and other educators on how to adapt school and classroom procedures, curriculum content, and instructional strategies in order to provide a supportive learning environment for students of minority language backgrounds who are learning the language of instruction at the same time as they are learning the curriculum.

Teaching and Learning Foreign Languages

Teaching and Learning Foreign Languages
Available:
Author: Nicola McLelland
Pages: 264
ISBN: 9781317230236
Release: 2017-07-14
Editor: Taylor & Francis

DESCRIPTION OF THE BOOK:

Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history of the social context of foreign language education in Britain, as well as an overview of changing approaches, methods and techniques in language teaching and learning. The important impact of classroom-external factors on developments in language teaching and learning is also taken into account, particularly regarding the policies and public examination requirements of the 20th century. Beginning with a chronological overview of language teaching and learning in Britain, McLelland explores which languages were learned when, why and by whom, before examining the social history of language teaching and learning in greater detail, addressing topics including the status that language learning and teaching have held in society. McLelland also provides a history of how languages have been taught, contrasting historical developments with current orthodoxies of language teaching. Experiences outside school are discussed with reference to examples from adult education, teach-yourself courses and military language learning. Providing an accessible, authoritative history of language education in Britain, Teaching and Learning Foreign Languages will appeal to academics and postgraduate students engaged in the history of education and language learning across the world. The book will also be of interest to teacher educators, trainee and practising teachers, policymakers and curriculum developers.

Focus On Content Based Language Teaching

Focus On Content Based Language Teaching
Available:
Author: Patsy Lightbown
Pages: 144
ISBN: 0194000826
Release: 2013-12
Editor: OUP Oxford

DESCRIPTION OF THE BOOK:

How Vocabulary is Learned

How Vocabulary is Learned
Available:
Author: Stuart Webb,Paul Nation
Pages: 336
ISBN: 9780194403535
Release: 2017-06-06
Editor: Oxford University Press

DESCRIPTION OF THE BOOK:

This guide to vocabulary acquisition is essential reading for teachers of English as a second or foreign language. It presents the major ideas and principles that relate to the teaching and learning of vocabulary and evaluates a wide range of practical activities designed to help boost students’ vocabulary acquisition. Key questions which are answered include: • How many words should students learn at a time, and how often? • How much classroom time should be spent teaching vocabulary? • What is the best way to group vocabulary for learning? • Is it useful to provide students with the L1 translations of unknown words? • Why do some students make greater progress than others? stuart webb is Professor in Applied Linguistics at the University of Western Ontario, Canada. paul nation is Emeritus Professor in Applied Linguistics at Victoria University of Wellington, New Zealand. Teachers will find answers to many of their perennial questions about vocabulary learning—as well as some they had not yet thought to ask! There is research evidence to support established practices, but also new evidence that challenges old ideas. patsy lightbown (co-author of How Languages are Learned, with Nina Spada)

Second Language Learning and Language Teaching

Second Language Learning and Language Teaching
Available:
Author: Vivian Cook
Pages: 334
ISBN: 9781134683222
Release: 2016-05-05
Editor: Routledge

DESCRIPTION OF THE BOOK:

Second Language Learning and Language Teaching provides an introduction to the application of second language acquisition research to language teaching. Assuming no previous background in second language acquisition or language teaching methods, this text starts by introducing readers to the basic issues of second language acquisition research. It then examines how people learn particular aspects of the second language, such as grammar, vocabulary, pronunciation and the writing system, and at the strategies they adopt in their learning and the differences between individuals. Final chapters look at second language learning in a broader context – the goals of language teaching and how teaching methods relate to SLA research. This newly updated fifth edition builds on the comprehensive scope of earlier editions while also addressing more recent developments in the field, particularly multilingual approaches to language teaching.

Using Corpora to Learn about Language and Discourse

Using Corpora to Learn about Language and Discourse
Available:
Author: Linda Lombardo
Pages: 237
ISBN: 3039115227
Release: 2009
Editor: Peter Lang

DESCRIPTION OF THE BOOK:

Considerable progress has been made in the use of corpora for research purposes to describe language in use, and more recently, through a CADS (corpus assisted discourse studies) approach, to identify the discourse features of specific text genres. While the potential benefits of working with corpora in the classroom have been recognised, there has been a lag in the promulgation of guidelines for carrying out meaningful corpus work with language learners and teachers in mind. The papers in this volume aim to make a contribution toward filling that gap by providing an in-depth account of innovative corpus work, most of which has actually been carried out with real learners in the classroom. Authors provide valuable insights into ways of structuring corpus work for specific target learners, as well as suggestions for resolving problematic issues that have arisen and avoiding errors that have been made with learners and in their own research and experimentation. The transparency and honesty with which they present their methodology and results, along with the successful techniques they have developed, constitute a step forward in defining good (and bad) practice in the use of corpora in learning.

How to Learn a Foreign Language

How to Learn a Foreign Language
Available:
Author: Paul Pimsleur
Pages: 160
ISBN: 9781442369023
Release: 2013-10-01
Editor: Simon and Schuster

DESCRIPTION OF THE BOOK:

Explains how to learn foreign languages, offering practical advice for overcoming the obstacles.

How Language Began The Story of Humanity s Greatest Invention

How Language Began  The Story of Humanity s Greatest Invention
Available:
Author: Daniel L. Everett
Pages: 384
ISBN: 9780871404770
Release: 2017-11-07
Editor: Liveright Publishing

DESCRIPTION OF THE BOOK:

How Language Began revolutionizes our understanding of the one tool that has allowed us to become the "lords of the planet." Mankind has a distinct advantage over other terrestrial species: we talk to one another. But how did we acquire the most advanced form of communication on Earth? Daniel L. Everett, a “bombshell” linguist and “instant folk hero” (Tom Wolfe, Harper’s), provides in this sweeping history a comprehensive examination of the evolutionary story of language, from the earliest speaking attempts by hominids to the more than seven thousand languages that exist today. Although fossil hunters and linguists have brought us closer to unearthing the true origins of language, Daniel Everett’s discoveries have upended the contemporary linguistic world, reverberating far beyond academic circles. While conducting field research in the Amazonian rainforest, Everett came across an age-old language nestled amongst a tribe of hunter-gatherers. Challenging long-standing principles in the field, Everett now builds on the theory that language was not intrinsic to our species. In order to truly understand its origins, a more interdisciplinary approach is needed—one that accounts as much for our propensity for culture as it does our biological makeup. Language began, Everett theorizes, with Homo Erectus, who catalyzed words through culturally invented symbols. Early humans, as their brains grew larger, incorporated gestures and voice intonations to communicate, all of which built on each other for 60,000 generations. Tracing crucial shifts and developments across the ages, Everett breaks down every component of speech, from harnessing control of more than a hundred respiratory muscles in the larynx and diaphragm, to mastering the use of the tongue. Moving on from biology to execution, Everett explores why elements such as grammar and storytelling are not nearly as critical to language as one might suspect. In the book’s final section, Cultural Evolution of Language, Everett takes the ever-debated “language gap” to task, delving into the chasm that separates “us” from “the animals.” He approaches the subject from various disciplines, including anthropology, neuroscience, and archaeology, to reveal that it was social complexity, as well as cultural, physiological, and neurological superiority, that allowed humans—with our clawless hands, breakable bones, and soft skin—to become the apex predator. How Language Began ultimately explains what we know, what we’d like to know, and what we likely never will know about how humans went from mere communication to language. Based on nearly forty years of fieldwork, Everett debunks long-held theories by some of history’s greatest thinkers, from Plato to Chomsky. The result is an invaluable study of what makes us human.