How languages are learned chapter summaries

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how languages are learned chapter summaries

How Languages are Learned by Patsy M. Lightbown

An introduction to the main theories of first and second language acquisition (now in a new, updated edition).

Unlike many introductions to the field of language acquisition research, How Languages are Learned does not assume that you are already familiar with research methods or theories. This makes it especially suitable if you are a trainee teacher or a practising teacher working independently to develop your professional knowledge. It is written in a clear, readable style without unnecessary technical jargon - this has helped to make it a standard text for trainee teachers throughout the world.

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. There are also a number of opportunities for you to practise some of the observation and analysis techniques which are used in the research described in the book.

The book is organized into seven chapters:

Chapter 1: Language Learning in early childhood (Includes a new section on childhood bilingualism.)

Chapter 2: Explaining second language learning (Includes new material for the 3rd edition on skill learning, connectionism, and the noticing hypothesis.)

Chapter 3: Individual differences in second language learning (Topics covered include: intelligence, aptitude, learning styles, personality, motivation and attitudes, identity and ethic group affiliation, and learner beliefs.)

Chapter 4: Learner language (Describes the features and sequence of language development and includes discussion of how second language learning is affected by the students first language)

Chapter 5: Observing learning and teaching in the second language (Looks at different learning environments and then 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. There is also a list of suggestions for further reading at the end of each chapter, as well as a full bibliography at the end of the book.
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HOW LANGUAGES ARE LEARNED

The first three years: Milestones and developmental sequences What are developmental sequences? The order in which certain features of a language e. Also called developmental stages.
Patsy M. Lightbown

How Languages are Learned

Simply link your Qantas Frequent Flyer membership number to your Booktopia account and earn points on eligible orders. Either by signing into your account or linking your membership details before your order is placed. Your points will be added to your account once your order is shipped. Click on the cover image above to read some pages of this book! Unlike many introductions to the field of language acquisition research, How Languages are Learned does not assume that you are already familiar with research methods or theories. Its clear, readable style and absence of unnecessary technical jargon has helped to make it a standard text for trainee teachers throughout the world.

Lightbown and Spada wrote How Languages are Learned in order to provide information to second language teachers about second language acquisition SLA research findings and theoretical views. It was originally based on materials the authors developed for workshops with experienced classroom teachers. This orientation is obvious throughout the example- and activity-filled book. The book is brief, but covers the areas of SLA research that would be of interest to classroom teachers. It includes information about first and second language acquisition theories as well as information from classroom research.

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How Languages Are Learned, 4th edn. This edition of the standard introductory work on this subject is over 20 pp. A strong feature of this admirable book is its concise, clear summaries of important research findings. Extra activities, study questions, and videos are available online at www. Patsy M. Her research focuses on how instruction and feedback affect second-language acquisition in classrooms where the emphasis is on "communicative" or "content-based" language teaching. The contexts for her work have included elementary schools in Canada and, more recently, dual-language bilingual classes in the U.

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you! Published by Zayne Shawler Modified over 4 years ago. Lightbown and Nina Spada Summary of Chapter 4.

The collaborative duo of Patsy M. Lightbown and Nina Spada is one of the most well-known and respected partnerships in the field of SLA. The two are highly prolific writers and researchers in their own right and have coauthored numerous articles and books ranging widely in subject including oral communication correction, developmental readiness in SLA and L2 learner awareness of L1 influence, to name just a few. Here, they come together again for the newest edition of the widely-used and highly-acclaimed book How Languages are Learned. Now in its fourth edition, How Languages are Learned has been 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.

5 thoughts on “How Languages are Learned by Patsy M. Lightbown

  1. Find all the study resources for How Languages Are Learned by Nina Spada; Patsy M. Lightbown. 17/18 7. How Languages are Learned - Chapter 3 summary.

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  3. Chapter 2 Main Ideas. The main focus of chapter two is to share the theories of second language. development. Behaviorism (Second Language Learners).

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