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How languages are learned 2nd ed

How languages are learned 2nd ed (Loan 64 times)

Material type
단행본
Personal Author
Lightbown, Patsy M. Spada, Nina.
Title Statement
How languages are learned / Patsy M. Lightbown and Nina Spada.
판사항
2nd ed.
Publication, Distribution, etc
Oxford :   Oxford University Press ,   c1999.  
Physical Medium
xvi, 192 p. : ill. ; 25 cm.
ISBN
0194370003
Bibliography, Etc. Note
Includes bibliographical references(p.[180]-189) and index.
Subject Added Entry-Topical Term
Language acquisition. Second language acquisition. Language and language -- Study and teaching.
000 00864namuu2200253 a 4500
001 000045171363
005 20050524093245
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.

Holdings Information

No. Location Call Number Accession No. Availability Due Date Make a Reservation Service
No. 1 Location Main Library/Western Books/ Call Number 401.93 L723h2 Accession No. 111319568 Availability Available Due Date Make a Reservation Service B M
No. 2 Location Main Library/Western Books/ Call Number 401.93 L723h2 Accession No. 111353682 Availability Available Due Date Make a Reservation Service B M

Contents information

Author Introduction

Patsy M. Lightbown(지은이)

Nina Spada(지은이)

Information Provided By: : Aladin

Table of Contents


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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