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008			081021s1999 enka | 001 0 eng d
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039		9	_a201402040048 _bVLOAD _c201009190943 _dmalmash _c200904110857 _dvenkatrajand _c200902031123 _dvenkatrajand _y200810211241 _zNoora
050			_aPE118.2 _b.L53 1999
100	1		_aLightbown, Patsy. _933773
245	1	0	_aHow Languages are Learned / _cPatsy M. Lightbown and Nina Spada.
250			_a2nd ed.
260			_aOxford : _bOxford University Press, _cc1999.
300			_axvi, 192 p. : _bill. ; _c25 cm.
440		0	_aOxford handbooks for language teachers. _933274
500			_a1st ed. publ. 1993.
505			_aAcknowledgements; Introduction; 1. Learning a first language; Milestones and patterns in development; Early childhood bilingualism; Developmental sequences; Summary; Theoretical approaches to explaining first language learning; Behaviourism: Say what I say; Activity: Analysing children's speech; Innatism: It's all in your mind; The interactionist position: A little help from my friends; Summary; 2. Theoretical approaches to explaining second language learning; Activity: Learner problems; Behaviourism; Innatism; Universal Grammar; Krashen's 'monitor model'; Recent psychological theories; Information processing; Connectionism; The interactionist position; Summary; 3. Factors affecting second language learning; Activity: Characteristics of the 'good language learner'; Research on learner characteristics; Intelligence; Aptitude; Personality; Motivation and attitudes; Learner preferences; Learner beliefs; Age of acquisition; Activity: Comparing child, adolescent, and adult language learners; Summary; 4. Learner language; The concept of learner language; Activity: The Great Toy Robbery; Developmental sequences; Grammatical morphemes; Negation; Questions; Activity: Learners' questions; Activity: More about questions; Relative clauses; Reference to past; Movement through developmental sequences; New ways of looking at first language influence; Summary; 5. Observing second language teaching; Comparing instructional and natural settings for language learning; Activity: Natural and instructional settings; Activity: Classroom comparisons: teacher-student interactions; Classroom observation schemes; Activity: Observing the kinds of questions you ask your students; Feedback in the classroom; Activity: Analysing classroom interaction; Summary of transcripts; Activity: Observing how you respond to students' errors; Summary; 6. Second language learning in the classroom: Five proposals for classroom teaching; 1 Get it right from the beginning; 2 Say what you mean and mean what you
520			_aThis book is a comprehensive and readable introduction to how languages are learned. It presents the main theories of first and second language acquisition, and, with the help of activities and questionnaires, discusses their practical implications for language teaching.
650		0	_aLanguage acquisition. _910091
650		0	_aLanguage and languages. _9780
700	1		_aSpada, Nina Margaret _933776
942			_2lcc _n0 _cBK
999			_c16709 _d16709