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How languages are learned 2nd ed

How languages are learned 2nd ed (64회 대출)

자료유형
단행본
개인저자
Lightbown, Patsy M. Spada, Nina.
서명 / 저자사항
How languages are learned / Patsy M. Lightbown and Nina Spada.
판사항
2nd ed.
발행사항
Oxford :   Oxford University Press ,   c1999.  
형태사항
xvi, 192 p. : ill. ; 25 cm.
ISBN
0194370003
서지주기
Includes bibliographical references(p.[180]-189) and index.
일반주제명
Language acquisition. Second language acquisition. Language and language -- Study and teaching.
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008 000502s1999 enka b 001 0 eng
020 ▼a 0194370003
035 ▼a KRIC07825047
040 ▼a 211040 ▼c 211040 ▼d 247017 ▼d 211009
082 0 0 ▼a 401.93 ▼2 21
090 ▼a 401.93 ▼b L723h2
100 1 ▼a Lightbown, Patsy M.
245 1 0 ▼a How languages are learned / ▼c Patsy M. Lightbown and Nina Spada.
250 ▼a 2nd ed.
260 ▼a Oxford : ▼b Oxford University Press , ▼c c1999.
300 ▼a xvi, 192 p. : ▼b ill. ; ▼c 25 cm.
504 ▼a Includes bibliographical references(p.[180]-189) and index.
650 0 ▼a Language acquisition.
650 0 ▼a Second language acquisition.
650 0 ▼a Language and language ▼x Study and teaching.
700 1 ▼a Spada, Nina.

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 401.93 L723h2 등록번호 111319568 도서상태 대출가능 반납예정일 예약 서비스 B M
No. 2 소장처 중앙도서관/서고6층/ 청구기호 401.93 L723h2 등록번호 111353682 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

저자소개

Patsy M. Lightbown(지은이)

Nina Spada(지은이)

정보제공 : Aladin

목차


CONTENTS
Acknowledgements = xi
Introduction = xiii
1 Learning a first language = 1
 Milestones and patterns in development = 1
  Early childhood bilingualism = 3
  Developmental sequences = 4
  Summary = 9
 Theoretical approaches to explaining first language learning = 9
  Behaviourism : Say what I say = 9
   Activity : Analysing children's speech = 10
  Innatism : It's all in your mind = 15
  The interactionist position : A little help from my friends = 22
 Summary = 25
2 Theoretical approaches to explaining second language learning = 31
 Activity : Learner profiles = 32
 Behaviourism = 35
 Innatism = 36
  Universal Grammar = 36
  Krashen's 'monitor model' = 38
 Recent psychological theories = 41
  Information processing = 41
  Connectionism = 42
 The interactionist position = 42
 Summary = 45
3 Factors affecting second language learning = 49
 Activity : Characteristics of the 'good language learner' = 49
 Research on learner characteristics = 51
  Intelligence = 52
  Aptitude = 53
  Personality = 54
  Motivation and attitudes = 56
  Learner preferences = 58
  Learner beliefs = 59
  Age of acquisition = 60
   Activity : Comparing child, adolescent, and adult language learners = 66
 Summary = 68
4 Learner language = 71
 The concept of learner language = 72
  Activity : The Great Toy Robbery = 74
 Developmental sequences = 76
  Grammatical morphemes = 76
  Negation = 77
  Questions = 78
   Activity : Learners' questions = 80
   Activity : More about questions = 80
  Relative clauses = 83
  Reference to past = 84
 Movement through developmental sequences = 85
 New ways of looking at first language influence = 85
 Summary = 87
5 Observing second language teaching = 91
 Comparing instructional and natural settings for language learning = 91
  Activity : Natural and instructional settings = 91
  Activity : Classroom comparisons : teacher-student interactions = 96
 Classroom observation schemes = 101
  Activity : Observing the kinds of questions you ask your students = 102
 Feedback in the classroom = 103
  Activity : Analysing classroom interaction = 106
  Summary of transcripts = 113
   Activity : Observing how you respond to students' errors = 113
 Summary = 115
6 Second language learning in the classroom = 117
 Five proposals for classroom teaching = 117
  1 Get it right from the beginning = 118
  2 Say what you mean and mean what you say = 122
  3 Just listen...and read = 128
  4 Teach what is teachable = 135
  5 Get it right in the end = 141
 The implications of classroom research for teaching = 149
 Summary = 152
7 Popular ideas about language learning : Facts and opinions = 161
 1 Languages are learned mainly through imitation = 161
 2 Parents usually correct young children when they make grammatical errors = 162
 3 People with high IQs are good language learners = 163
 4 The most important factor in second language acquisition success is motivation = 163
 5 The earlier a second language is introduced in school programs, the greater the likelihood of success = 164
 6 Most of the mistakes which second language learners make are due to interference from their first language = 165
 7 Teachers should present grammatical rules one at a time = 165
 8 Teachers should teach simple structures before complex ones = 166
 9 Learners' errors should be corrected as soon as they are made in order to prevent bad habits = 167
 10 Teachers should use materials that expose students only to language structures they have already been taught = 168
 11 When learners are allowed to interact freely they learn each others' mistakes = 168
 12 Students learn what they are taught = 169
 Conclusion = 169
Glossary = 171
Bibliography = 180
Index = 190


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