How Languages are Learned e-book
How Languages are Learned e-book
This prize-winning, readable introduction to research in language acquisition is recommended reading for second language teachers worldwide
Patsy Lightbown & Nina Spada
A thoroughly updated edition of this prize-winning, readable introduction to the main theories of first and second language acquisition.
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.
-Content including new research and new areas in pedagogy to provide an up-to-date and comprehensive overview of research in the field.
-Chapter Preview s and Summaries with round-up questions.
-Companion website with vodcasts, content updates, and shared user content.
-Also available as an e-book.
Now in its 4th edition, How Languages are Learned is highly valued for the way it relates language acquisition theory to classroom teaching and learning and draws practical implications from the research for the language classroom.
How Languages are Learned is widely used as a reference book on teacher training courses, and for new and experienced practising teachers.
The e-book is available for iPad and tablets for Android via the Oxford Learner's Bookshelf app and on a computer at www.oxfordlearnersbookshelf.com. Study offline or online, from a tablet or computer and your notes, web links and annotations sync between devices.
- 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.
There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. The new Activities feature provides opportunities for you to think through the research being discussed. Each chapter ends with Questions for Reflection which draw on your experiences of language learning and teaching and your critical thinking skills to revise the chapter content.
Reference to language acquisition research has been updated throughout the chapters and suggestions for further reading.
Extra resources, including Supplementary Activities, Discussion Questions, Chapter Summaries, and video interviews with the authors are available online at www.oup.com/elt/teacher/hlal.
The book is organized into seven chapters:
Chapter 1: 'Language learning in early childhood' (Includes first language acquisition data, explanations of first language acquisition from different perspectives, and updates to research on childhood bilingualism)
Chapter 2: 'Second language learning' (Topics covered include: learner characteristics, learner conditions, the language of second language learners, vocabulary, pragmatics, phonology, and sampling learners' language)
Chapter 3: 'Individual differences in second language learning' (Factors discussed include intelligence, aptitude, learning styles, personality, motivation and attitudes, identity and ethic group affiliation, and learner beliefs. Includes new research on age and second language instruction)
Chapter 4: 'Explaining second language learning' (Examines second language learning research from behaviourist, innatist, cognitive, and sociocultural perspectives.)
Chapter 5: 'Observing learning and teaching in the second language classroom' (Looks at different learning environments and discusses ways of observing and reporting on them.)
Chapter 6: 'Second language learning in the classroom' (Contains six practical proposals for classroom teaching based on research findings and insights.)
Chapter 7: 'Popular ideas about language learning revisited' (The authors list and give their personal perspective on some commonly held beliefs about language learning.)
There is a glossary to explain new and technical terms used in the book, and a full bibliography at the end of the book.
- This edition of the standard introductory work on this subject is over 20 pp. longer than the 3rd edition. A strong feature of this admirable book is its concise, clear summaries of important research findings.
- The Teacher Trainer Journal, Vol 29/3
New resources to complement the book are available at www.oup.com/elt/teacher/hlal:
- Sample material from the fourth edition, including new 'Questions for Reflection'
- Discussion Questions organized per chapter
- Supplementary Activities for teachers
- Editable chapter summaries
- Weblinks to related content on other websites
The licence period for this product is perpetual.
The use of this product is subject to the Oxford Learners Bookshelf terms and conditions
Part of... Oxford Handbooks for Language Teachers
Each title in the series is intended to serve both as a basis for training courses and seminars, and as a reference text.