| Acknowledgements |
|
xi | |
| Preface to the fourth edition |
|
xiii | |
| Introduction |
|
1 | (1) |
| Before we begin... |
|
2 | (3) |
|
1 Language learning in early childhood |
|
|
5 | (30) |
|
|
|
5 | (1) |
|
First language acquisition |
|
|
5 | (9) |
|
The first three years: Milestones and developmental sequences |
|
|
6 | (6) |
|
|
|
12 | (1) |
|
|
|
13 | (1) |
|
Explaining first language acquisition |
|
|
14 | (15) |
|
The behaviourist perspective |
|
|
15 | (5) |
|
|
|
20 | (4) |
|
Interactionist/developmental perspectives |
|
|
24 | (5) |
|
Language disorders and delays |
|
|
29 | (1) |
|
|
|
30 | (3) |
|
|
|
33 | (1) |
|
Suggestions for further reading |
|
|
34 | (1) |
|
2 Second language learning |
|
|
35 | (40) |
|
|
|
35 | (1) |
|
|
|
36 | (2) |
|
|
|
38 | (2) |
|
Studying the language of second language learners |
|
|
40 | (20) |
|
Contrastive analysis, error analysis, and interlanguage |
|
|
41 | (4) |
|
|
|
45 | (12) |
|
More about first language influence |
|
|
57 | (3) |
|
|
|
60 | (5) |
|
|
|
65 | (3) |
|
|
|
68 | (4) |
|
Sampling learners' language |
|
|
72 | (1) |
|
|
|
72 | (1) |
|
Suggestions for further reading |
|
|
73 | (2) |
|
3 Individual differences in second language learning |
|
|
75 | (28) |
|
|
|
75 | (2) |
|
Research on learner characteristics |
|
|
77 | (15) |
|
|
|
79 | (1) |
|
Language learning aptitude |
|
|
80 | (3) |
|
|
|
83 | (1) |
|
|
|
84 | (3) |
|
|
|
87 | (1) |
|
Motivation in the classroom |
|
|
88 | (1) |
|
Identity and ethnic group affiliation |
|
|
89 | (1) |
|
|
|
90 | (2) |
|
Individual differences and classroom instruction |
|
|
92 | (1) |
|
Age and second language learning |
|
|
92 | (4) |
|
The critical period: More than just pronunciation? |
|
|
94 | (1) |
|
Intuitions of grammaticality |
|
|
95 | (1) |
|
|
|
96 | (1) |
|
Age and second language instruction |
|
|
96 | (3) |
|
|
|
99 | (1) |
|
Suggestions for further reading |
|
|
100 | (3) |
|
4 Explaining second language learning |
|
|
103 | (20) |
|
|
|
103 | (1) |
|
The behaviourist perspective |
|
|
103 | (1) |
|
Second language applications: Mimicry and memorization |
|
|
103 | (1) |
|
|
|
104 | (4) |
|
Second language applications: Krashen's `Monitor Model' |
|
|
106 | (2) |
|
The cognitive perspective |
|
|
108 | (10) |
|
|
|
108 | (2) |
|
|
|
110 | (1) |
|
|
|
111 | (2) |
|
|
|
113 | (1) |
|
Second language applications: Interacting, noticing, processing, and practising |
|
|
113 | (5) |
|
The sociocultural perspective |
|
|
118 | (2) |
|
Second language applications: Learning by talking |
|
|
119 | (1) |
|
|
|
120 | (1) |
|
Suggestions for further reading |
|
|
121 | (2) |
|
5 Observing learning and teaching in the second language classroom |
|
|
123 | (30) |
|
|
|
123 | (1) |
|
Natural and instructional settings |
|
|
123 | (6) |
|
In natural acquisition settings |
|
|
124 | (2) |
|
In structure-based instructional settings |
|
|
126 | (1) |
|
In communicative instructional settings |
|
|
127 | (2) |
|
|
|
129 | (20) |
|
Classroom comparisons: Teacher-student interactions |
|
|
129 | (6) |
|
Classroom comparisons: Student-student interactions |
|
|
135 | (4) |
|
Corrective feedback in the classroom |
|
|
139 | (6) |
|
Questions in the classroom |
|
|
145 | (4) |
|
|
|
149 | (2) |
|
|
|
151 | (1) |
|
Suggestions for further reading |
|
|
152 | (1) |
|
6 Second language learning in the classroom |
|
|
153 | (48) |
|
|
|
153 | (1) |
|
|
|
153 | (41) |
|
1 Get it right from the beginning |
|
|
154 | (5) |
|
2 Just listen ... and read |
|
|
159 | (6) |
|
|
|
165 | (6) |
|
|
|
171 | (6) |
|
5 Teach what is teachable |
|
|
177 | (5) |
|
6 Get it right in the end |
|
|
182 | (12) |
|
|
|
194 | (3) |
|
|
|
197 | (1) |
|
Suggestions for further reading |
|
|
198 | (3) |
|
7 Popular ideas about language learning revisited |
|
|
201 | (12) |
|
|
|
201 | (1) |
|
Reflecting on the popular ideas: Learning from research |
|
|
201 | (11) |
|
|
|
212 | (1) |
| Glossary |
|
213 | (14) |
| Bibliography |
|
227 | (22) |
| Index |
|
249 | |
Daugiau apie elektronines knygas