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- catalog contributor b11746485.
- catalog contributor b11746486.
- catalog contributor b11746487.
- catalog created "c1999.".
- catalog date "1999".
- catalog date "c1999.".
- catalog dateCopyrighted "c1999.".
- catalog description "1. Learning a first language -- Milestones and patterns in development -- Theoretical approaches to explaining first language learning -- Summary -- 2. Theoretical approaches to explaining second language learning -- Behaviourism -- Innatism -- Recent psychological theories -- The interactionist position -- Summary".
- catalog description "3. Factors affecting second language learning -- Research on learner characteristics -- Summary -- 4. Learner language -- The concept of learner language -- Developmental sequences -- Movement through developmental sequences -- New ways of looking at first language influence -- Summary".
- catalog description "5. Observing second language teaching -- Comparing instructional and natural settings for language learning -- Classroom observation schemes -- Feedback in the classroom -- Summary -- 6. Second language learning in the classroom -- Five proposals for classroom teaching -- The implications of classroom research for teaching -- Summary".
- catalog description "7. Popular ideas about language learning: facts and opinions -- Languages are learned mainly through imitation -- Parents usually correct young children when they make grammatical errors -- People with high IQs are good language learners -- The most important factor in second language acquisition success is motivation -- The earlier a second language is introduced in school programs, the greater the likelihood of success -- Most of the mistakes which second language learners make are due to interference from their first language -- Teachers should present grammatical rules one at a time -- Teachers should teach simple structures before complex ones -- Learners' errors should be corrected as soon as they are made in order to prevent bad habits -- Teachers should use materials that expose students only to language structures they have already ben taught -- When learners are allowed to interact freely they learn each others' mistakes -- students learn what they are taught -- Conclusion.".
- catalog description "Includes bibliographical references (p. 180-189) and index.".
- catalog extent "xvi, 192 p. :".
- catalog hasFormat "How languages are learned.".
- catalog identifier "0194370003".
- catalog isFormatOf "How languages are learned.".
- catalog isPartOf "Oxford handbooks for language teachers".
- catalog issued "1999".
- catalog issued "c1999.".
- catalog language "eng".
- catalog publisher "Oxford : Oxford University Press,".
- catalog relation "How languages are learned.".
- catalog subject "401.93 21".
- catalog subject "Language acquisition.".
- catalog subject "P118 .L42 1999".
- catalog subject "Second language acquisition.".
- catalog tableOfContents "1. Learning a first language -- Milestones and patterns in development -- Theoretical approaches to explaining first language learning -- Summary -- 2. Theoretical approaches to explaining second language learning -- Behaviourism -- Innatism -- Recent psychological theories -- The interactionist position -- Summary".
- catalog tableOfContents "3. Factors affecting second language learning -- Research on learner characteristics -- Summary -- 4. Learner language -- The concept of learner language -- Developmental sequences -- Movement through developmental sequences -- New ways of looking at first language influence -- Summary".
- catalog tableOfContents "5. Observing second language teaching -- Comparing instructional and natural settings for language learning -- Classroom observation schemes -- Feedback in the classroom -- Summary -- 6. Second language learning in the classroom -- Five proposals for classroom teaching -- The implications of classroom research for teaching -- Summary".
- catalog tableOfContents "7. Popular ideas about language learning: facts and opinions -- Languages are learned mainly through imitation -- Parents usually correct young children when they make grammatical errors -- People with high IQs are good language learners -- The most important factor in second language acquisition success is motivation -- The earlier a second language is introduced in school programs, the greater the likelihood of success -- Most of the mistakes which second language learners make are due to interference from their first language -- Teachers should present grammatical rules one at a time -- Teachers should teach simple structures before complex ones -- Learners' errors should be corrected as soon as they are made in order to prevent bad habits -- Teachers should use materials that expose students only to language structures they have already ben taught -- When learners are allowed to interact freely they learn each others' mistakes -- students learn what they are taught -- Conclusion.".
- catalog title "How languages are learned / Patsy M. Lightbown and Nina Spada.".
- catalog type "text".