Good job. Very good book Reviewed in the United Kingdom on November 2, 2017 Verified Purchase A comprehensive and highly comprehensible review of the most important theories in language acquisition. Very useful for experienced learners and teachers as the theories explained and mentioned in this book are totally relatable to non-native speakers' learning experiences. Uni Student Review Reviewed in the United Kingdom on May 26, 2014 Verified Purchase This was a core textbook for a module on language learning and teaching and it was a huge help! Clearly a set text for a reason!
Highly recommended. Reviewed in the United States on May 24, 2020 Verified Purchase This is an excellent analysis of research on how people learn languages. I appreciate that the author included literally dozens of case studies, provided explicit conclusions for every section, and even created activities for the reader to reflect on their current knowledge. I would strongly recommend this book for anyone who is a language student or teacher (even if you are not in a class, this would still be useful). Reviewed in the United States on February 6, 2014 Verified Purchase Wow! This book is packed with important, in-depth, and applicable information about how people learn languages. If you are involved in teaching languages or simply have an interest in the subject, I highly recommend this book. I have only recently begun tutoring adult ESL (English as a Second Language) learners, and have been able to apply what I have learned to the tutoring sessions. Highly Recommended! Reviewed in the United States on June 12, 2018 Verified Purchase This book was required for my master's and it was much more concise than my other reading on this topic.
Oxford University Press, 1993. — xv + 135 p. This book provides a comprehensive and readable introduction to first and second language acquisition. By understanding how languages are learned, teachers will be better able to judge the merrits of different teaching methodologies and textbooks, and to make the most of the time they spend with learners. The book presents the main theories of language acquisition, and considers the implications of these for language teaching. It discusses the effects of factors such as inteklligence, personality and age on language learning. The authors present the results of recent research in an accessible way, and discuss the implications for classroom practice. Patsy lightbrown is Professor of Applied Linguistics at Concordia University, Montreal, Quebec. Nina Spada is Associate Professor in the Department of Education in Second Languages, McGill University, Montreal, Quebec.
SUMMARY (personal notes) Text: HOW LANGUAGES ARE LEARNED (Lightbown, Patsy M. & Spada, Nina. 2006) Language Learning in Early Childhood Characteristics of the language of young children o The first three years: Milestones and developmental sequences Involuntary crying (hunger, discomfort, etc. ) Little control over the sounds they make Research (Peter Eimas & colleagues 1971): tiny babies can differentiate sounds (i. e. between ba and pa) At 12 months: understand quite a few frequently repeated words Beginning to produce words themselves By age two: produce fifty or more words Combing words into simple sentences Telegraphic sentences: leaving out articles, prepositions, auxiliary verbs, etc. Word order reflects order of the language they are hearing Even at this stage, they differentiate word order (kiss baby / baby kiss) Predictable patterns in the emergence and development of language No use of temporal adverbs (tomorrow, last week, etc. ) until they develop understanding of time Children can distinguish between singular & plural long before they use them Grammatical morphemes o Fourteen grammatical morphemes during language development: Present progressive –ing Plural –s Irregular past forms Possessive 's Copula Articles the and a Regular past –ed Third person singular simple present –s Auxiliary be Child who had mastered morphemes at bottom has mastered those at top; not reverse!
Why Us? >> - Open Access - Peer-reviewed - Rapid publication - Lifetime hosting - Free indexing service - Free promotion service - More citations - Search engine friendly Free SCIRP Newsletters >> Add your e-mail address to receive free newsletters from SCIRP. Contact Us >> +86 18163351462(WhatsApp) Paper Publishing WeChat Book Publishing WeChat Article citations More>> Lightbown, P. M., & Spada, N. (2006). How Languages Are Learned (3rd ed. ). Oxford: Oxford University. has been cited by the following article: TITLE: A Comparative Analysis of EFL and ESL Program Curricula: Perceptions of U. S. and Turkish Program Directors and Teacher Candidates AUTHORS: Nihat Polat, Saban Cepik KEYWORDS: EFL and ESL programs, Teacher Candidates, Program Directors, Curriculum, Perceptions, Comparison JOURNAL NAME: Open Journal of Modern Linguistics, Vol. 4 No. 2, May 26, 2014 ABSTRACT: In researching the comparison of ESL and EFL programs regarding curriculum mandates and perceptions of program directors and Teacher candidates, this study addresses the following research questions: How different are the competencies that are covered in the curricula of ELTE programs in Turkey from those that are covered in the curricula of ESL teacher education programs in the US?
They manage to smoothly bridge between first language acquisition and second language acquisition. This book serves as a nice contrast to "Literacies" by Cope and Kalantzis... Had to read this for class. The book doesn't come to many conclusions aside from everyone learns differently. The authors point out some noticeable differences between cultures. Some of the terms used such as "unreadies" are poorly named... Read while I was in graduate school. As my dissertation focused on bilingual education, language acquisition was important for me to understand. Grad School Class. Not the worst... but not worth the time. This was way easier to read than a lot of books for university and I gained a lot of interesting knowledge from it. It's a great book to get a general idea about how languages are learned. This well-written book is very useful for language teachers. A great book for language teachers. It is informative, well-written, and practical. This review has been hidden because it contains spoilers.
Since I have a CELTA (Certificate in English Language Teaching to Adults) from the University of Cambridge, I taught English as a second language for several years, and I've tried to learn a few languages myself, I thought it would be an interesting and informative read. The authors briefly review a range of studies from the language.. As far as textbooks go, this one was really solid! I loved how the writing style was clear and easy to follow, not too dense. I loved the focus of the book's content, from first-language acquisition, to second language acquisition, individual differences in learning, SLA theories-interesting and relevant material! Finally, I enjoyed that the authors cited a lot of older and contemporary studies, including many of which took place in my province! It was interesting to read research about the effe.. It was just what I was looking for in that it gives a good overview of the prevailing theories around language acquisition. It was not what I wanted in that research has not yet definitively answered all my questions!
To view it, click here.