How Languages are Learned 4th edition - Oxford Handbooks for Language TeachersOxford University Press, 10.01.2013 - 252 Seiten 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. |
Inhalt
Second language learning | |
Suggestions for further reading | |
Age and second language learning | |
Suggestions for further reading | |
Observing learning and teaching in the second language classroom | |
Second language learning in the classroom | |
Popular ideas about language learning revisited | |
Glossary | |
Bibliography | |
Index | |
Häufige Begriffe und Wortgruppen
ability acquire activities adults analysis approach aspects audiolingual bilingual child choo Cindy classes cognitive communicative communicative language teaching complex comprehension comprehension-based content-based contrastive analysis conversation corrective feedback Critical Period Hypothesis developmental sequences dicult display questions environment errors example explicit exposure focus focused foreign language form-focused instruction French immersion grammar translation grammatical gender grammatical morphemes hypothesis imitate innatist input interaction interlanguage inuence knowledge language backgrounds language classrooms language development language features language learning language teaching learner language learners of English learning a second Lightbown linguistic Merrill Swain metalinguistic motivation native speakers Negotiation for meaning noun obligatory contexts observed opportunities patterns perspective practice processing produce proficiency pronoun pronunciation reading recasts reect relative clauses Robert DeKeyser second language acquisition second language learners sentences similar speaking speech Stage Stephen Krashen structures studies suggests target language task teachers theory understand variety verb vocabulary word order