Librarian View

LEADER 06365cam a2201609 a 4500
001
991001280519707546
005
20251205110258.0
008
130305s2013 enka b 001 0 eng d
020
 
 
a| 9780194541268 (pbk.)
020
 
 
a| 0194541266 (pbk.)
035
 
 
a| (HKSYU)b14833670-852hksyu_inst
040
 
 
a| MEAUC b| eng e| rda c| MEAUC d| OCLCO d| YDXCP d| YNK d| BWX d| SINIE d| OCLCQ d| HUA d| NhCcYME d| HK-SYU
050
 
4
a| P118.2 b| .L54 2013
050
 
4
a| P118 b| .L545 2013 9| wsl
082
0
4
a| 401.93 2| 23
092
0
 
a| 401.93 b| LIG 2013
100
1
 
a| Lightbown, Patsy.
245
1
0
a| How languages are learned / c| Patsy M. Lightbown, and Nina Spada.
250
 
 
a| 4th ed.
260
 
 
a| Oxford : b| Oxford University Press, c| 2013.
300
 
 
a| ix, 256 p. : b| ill. ; c| 25 cm.
336
 
 
a| text b| txt 2| rdacontent.
337
 
 
a| unmediated b| n 2| rdamedia.
338
 
 
a| volume b| nc 2| rdacarrier.
490
1
 
a| Oxford handbooks for language teachers
504
 
 
a| Includes bibliographical references (p. [227]-247) and index.
650
 
0
a| Second language acquisition.
650
 
0
a| Language acquisition.
650
 
0
a| Language transfer (Language learning)
650
 
0
a| Interlanguage (Language learning)
700
1
 
a| Spada, Nina Margaret.
830
 
0
a| Oxford handbooks for language teachers
907
 
 
a| b14833670 b| 08-01-22 c| 13-01-14
910
 
 
a| wpc b| df
935
 
 
a| (HK-SYU)500829151 9| ExL
970
0
1
t| Acknowledgements p| xi
970
0
1
t| Preface to the fourth edition p| xiii
970
0
1
t| Introduction p| 1
970
0
1
t| Before we begin... p| 2
970
1
1
l| 1. t| Language learning in early childhood p| 5
970
1
1
t| Preview p| 5
970
1
1
t| First language acquisition p| 5
970
1
1
t| The first three years: Milestones and developmental sequences p| 6
970
1
1
t| The pre-school years p| 12
970
1
1
t| The school years p| 13
970
1
1
t| Explaining first language acquisition p| 14
970
1
1
t| The behaviourist perspective p| 15
970
1
1
t| The innatist perspective p| 20
970
1
1
t| Interactionist/developmental perspectives p| 24
970
1
1
t| Language disorders and delays p| 29
970
1
1
t| Childhood bilingualism p| 30
970
1
1
t| Summary p| 33
970
1
1
t| Suggestions for further reading p| 34
970
1
1
l| 2. t| Second language learning p| 35
970
1
1
t| Preview p| 35
970
1
1
t| Learner characteristics p| 36
970
1
1
t| Learning conditions p| 38
970
1
1
t| Studying the language of second language learners p| 40
970
1
1
t| Contrastive analysis, error analysis, and interlanguage p| 41
970
1
1
t| Developmental sequences p| 45
970
1
1
t| More about first language influence p| 57
970
1
1
t| Vocabulary p| 60
970
1
1
t| Pragmatics p| 65
970
1
1
t| Phonology p| 68
970
1
1
t| Sampling learners' language p| 72
970
1
1
t| Summary p| 72
970
1
1
t| Suggestions for further reading p| 73
970
1
1
l| 3. t| Individual differences in second language learning p| 75
970
1
1
t| Preview p| 75
970
1
1
t| Research on learner characteristics p| 77
970
1
1
t| Intelligence p| 79
970
1
1
t| Language learning aptitude p| 80
970
1
1
t| Learning styles p| 83
970
1
1
t| Personality p| 84
970
1
1
t| Attitudes and motivation p| 87
970
1
1
t| Motivation in the classroom p| 88
970
1
1
t| Identity and ethnic group affiliation p| 89
970
1
1
t| Learner beliefs p| 90
970
1
1
t| Individual differences and classroom instruction p| 92
970
1
1
t| Age and second language learning p| 92
970
1
1
t| The critical period: More than just pronunciation? p| 94
970
1
1
t| Intuitions of grammaticality p| 95
970
1
1
t| Rate of learning p| 96
970
1
1
t| Age and second language instruction p| 96
970
1
1
t| Summary p| 99
970
1
1
t| Suggestions for further reading p| 100
970
1
1
l| 4. t| Explaining second language learning p| 103
970
1
1
t| Preview p| 103
970
1
1
t| The behaviourist perspective p| 103
970
1
1
t| Second language applications: Mimicry and memorization p| 103
970
1
1
t| The innatist perspective p| 104
970
1
1
t| Second language applications: Krashen's ̀€Monitor Model' p| 106
970
1
1
t| The cognitive perspective p| 108
970
1
1
t| Information processing p| 108
970
1
1
t| Usage-based learning p| 110
970
1
1
t| The competition model p| 111
970
1
1
t| Language and the brain p| 113
970
1
1
t| Second language applications: Interacting, noticing, processing, and practising p| 113
970
1
1
t| The sociocultural perspective p| 118
970
1
1
t| Second language applications: Learning by talking p| 119
970
1
1
t| Summary p| 120
970
1
1
t| Suggestions for further reading p| 121
970
1
1
l| 5. t| Observing learning and teaching in the second language classroom p| 123
970
1
1
t| Preview p| 123
970
1
1
t| Natural and instructional settings p| 123
970
1
1
t| In natural acquisition settings p| 124
970
1
1
t| In structure-based instructional settings p| 126
970
1
1
t| In communicative instructional settings p| 127
970
1
1
t| Observation schemes p| 129
970
1
1
t| Classroom comparisons: Teacher-student interactions p| 129
970
1
1
t| Classroom comparisons: Student-student interactions p| 135
970
1
1
t| Corrective feedback in the classroom p| 139
970
1
1
t| Questions in the classroom p| 145
970
1
1
t| Ethnography p| 149
970
1
1
t| Summary p| 151
970
1
1
t| Suggestions for further reading p| 152
970
1
1
l| 6. t| Second language learning in the classroom p| 153
970
1
1
t| Preview p| 153
970
1
1
t| Proposals for teaching p| 153
970
1
1
l| 1. t| Get it right from the beginning p| 154
970
1
1
l| 2. t| Just listen ... and read p| 159
970
1
1
l| 3. t| Let's talk p| 165
970
1
1
l| 4. t| Get two for one p| 171
970
1
1
l| 5. t| Teach what is teachable p| 177
970
1
1
l| 6. t| Get it right in the end p| 182
970
1
1
t| Assessing the proposals p| 194
970
1
1
t| Summary p| 197
970
1
1
t| Suggestions for further reading p| 198
970
1
1
l| 7. t| Popular ideas about language learning revisited p| 201
970
1
1
t| Preview p| 201
970
1
1
t| Reflecting on the popular ideas: Learning from research p| 201
970
1
1
t| Conclusion p| 212
970
0
1
t| Glossary p| 213
970
0
1
t| Bibliography p| 227
970
0
1
t| Index p| 249
998
 
 
a| book b| 18-02-14 c| m d| a e| - f| eng g| enk h| 0 i| 0
945
 
 
h| Principal l| location i| barcode y| id f| bookplate a| callnoa b| callnob n| CHI379