How Languages are Learned 4th edition
Nina Spada
Patsy Lightbown
Oxford Handbooks for Language Teachers
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.
Patsy M. Lightbown , Nina Spada
How Languages are Learned 4th edition
Great Clarendon Street, Oxford, OX2 6DP,
United Kingdom
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ISBN: 978 0 19 454126 8
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ACKNOWLEDGEMENTS
The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.17 Extract from Language Development and Language Disorders by Lois Bloom and Margaret Lahey (1978). Macmillan Publishers; p.47 Figure from �Some issues relating to the Monitor Model’ by Stephen Krashen, On TESOL (1977). Reprinted by permission of TESOL International Association; p.49 Extract from �Constructing an acquisition-based procedure for second language assessment’ by Manfred Pienemann, Malcolm Johnston, and Geoff Brindley in Studies in Second Language Acquisition, Volume 10/2, pp.217–43 (1988). Reproduced by permission of Cambridge University Press; p. 53 Extract from �Speeding up acquisition of his/her: Explicit L1/L2 contracts help’ in Second Language Acquisition and the Younger Learner: Child’s Play? by Joanna White (2008) pp.193–228. With kind permission of John Benjamins Publishing Company, Amsterdam/Philadelphia; p.54 Extract from �Second language instruction does make a difference’ by Catherine Doughty in Studies in Second Language Acquisition, Volume 13/4, pp.431–69 (1991). Reproduced by permission of Cambridge University Press; p. 136 Reprinted from International Journal of Educational Research, Volume 37 by Merrill Swain and Sharon Lapkin �Talking it through: two French immersion learners’ response to reformulations’ pp.285–304 (2002) with permission from Elsevier; p.139 Extract from �Corrective feedback and learner uptake’ by Roy Lyster and Leila Ranta in Studies in Second Language Acquisition, Volume 1