000			03649cam a22004095a 4500
001			17783651
003			EG-ScBUE
005			20220508142848.0
008			130619r20172013enka f bd 001 0 eng d
020			_a0194541266(pbk.)
020			_a9780194541268 (pbk.)
040			_aMEAUC _beng _erda _cMEAUC _dEG-ScBUE
082	0	4	_a418.0071 _bLIG _222
100	1		_aLightbown, Patsy, _eauthor. _937276
245	1	0	_aHow languages are learned / _cPatsy M. Lightbown and Nina Spada.
250			_aFourth edition, _bReprinted edition.
264		1	_aOxford : _bOxford University Press, _c2017.
300			_aix, 256 pages : _billustrations ; _c25 cm.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
490	0		_aOxford handbooks for language teachers
500			_aIncludes glossary.
504			_aIncludes bibliographical references and index.
505	0		_aLanguage learning in early childhood-Second language learning-- Individual differences in second language learning-Explaining second language learning-Observing learning and teaching in the second language classroom-Second language learning in the classroom-Popular ideas about language learning revisited.
520			_aNow in its 4th edition, How Languages are Learned is highly valued for the way it relates language acquisition theory to classroom teaching and learning and draws practical implications from the research for the language classroom. How Languages are Learned is widely-used as a reference book on teacher training courses, and for new and experienced practicing teachers. This prize-winning, readable introduction to research in language acquisition is recommended reading for second language teachers worldwide. Unlike many introductions to the field of language acquisition research, How Languages are Learned does not assume that you are already familiar with research methods or theories. Its clear, readable style and absence of unnecessary technical jargon has helped to make it a standard text for trainee teachers throughout the world. There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. The new Activities feature provides opportunities for you to think through the research being discussed. Each chapter ends with Questions for Reflection which draw on your experiences of language learning and teaching and your critical thinking skills to revise the chapter content. Reference to language acquisition research has been updated throughout the chapters and suggestions for further reading. Features include: Relates theories of first and second language acquisition to what actually goes on in the classroom; Uses activities throughout to explore the practical implications of the ideas presented; New updated content gives teachers information about recent research on L2 learning; New Activities and Questions for Reflection personalize content and support critical thinking; New Extra Activities, Study Questions, and videos available online at www.oup.com/elt/teacher/hlal - Publisher.
650		7	_aSecond language acquisition. _2BUEsh _95392
650		7	_aLanguage acquisition. _2BUEsh _931982
650		7	_aLanguage transfer (Language learning). _2BUEsh _937277
651			_2BUEsh
653			_cJuly2016
653			_cJanuary2015
653			_bHHUUEENN _cSeptember2016
655			_vReading book _934232
700	1		_aSpada, Nina Margaret, _eauthor. _937279
942			_2ddc _k401.93 LIG _e22 _cBB
999			_c18913 _d18885