By Patsy M. Lightbown, Nina Spada
This completely up-to-date 3rd version provides the most theories of language acquisition, contemplating their referring to language instructing. It discusses the consequences of things corresponding to intelligence, character, and age. It is helping academics verify the benefits of alternative tools and textbooks.This new version contains additional information on theories of first language acquisition and early bilingualism, and the impacts of motivation and elegance.
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Additional info for How Languages Are Learned , 3rd edition
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7e will see some examples of language structures that are influenced by the learner's first language in Chapter 4 andsome studies related to the effect of instruction and feedback in Chapter 6. rspect_! " are usually interested in the language comperence of advancedlbar their com than in the simple lan -12tl161 of beginni{g*ls3gSts. They are interested in whether the c6mpffi6that underlies the pBnToRMANCE or use of the second language resembles the competence underlying the lan Thus, ce of native s their investieations often involv ATICALITY JUDGEMENT r methods to probe what learners know about rather th oL,s€rvauons or sfe^Krng Dy usmg ing sucn such metnocls, methods, they hope to galn msrght gain insight into what learners actually know about the language rath;r than ho- tf,ey happen to use it in a given situation.
Edu/) . : One result of the crosscultural research is the description of the differences in childrearing patterns. ind interact with young children. In middle-class North American homes, :esearchers observed that adults often modify the way they speak when ralking to little chiidren. This cHILD-DIRECTED sIEECH may be character-zed by a slower rate of delivery, higher pitch, more varied intonation, shorter, simpler sentence patterns, stress on key words, frequent r€petition, ind paraphrase. Furthermore, topics of conversation emphasize the child s :rnmediate environment, the 'here and now', or experiences that the adult inows the child has had.
And R. E. ). 2002. Language and Literacy Danlopment in Bilingual children. rr. 1994. The Language Instincr. Newyork \Tilliam Morrow. Piper, T. 1993. Language and Learning: The Home and SchoolYears 2nd edn. Upper Saddle River, NJ: Merrill/Prentice-Hall. Schieffelin, B. and E. ). 1986. Language Socialization Across &hares. Cam bridge : Camb ridge University Press. lhlls, G. 1986. Children Learning Language and Using Language to Learn. hnsmouth, NH: Heinemann. ktsch, J. V I 985. Vygotsky and the Social Formation fu{A Harvard University Press.