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 personalise content and support critical thinking NEW Extra Activities, Study Questions, and videos available online at https: //protect-us.mimecast.com/s/2ebwCBB60wi11LBRiW8MLY?domain=oup.com 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.

Formato	Tapa suave
Número de Páginas	296
Lenguaje	Inglés
Editorial	Oxford University Press, USA
Fecha de Publicación	2022-07-01
Dimensiones	9.66" x 6.64" x 0.54" pulgadas
Serie	Oxford Handbooks for Language Teachers
Número de Edición	5
Descripción de Edición	Revised
Letra Grande	No
Con Ilustraciones	No

Lightbown, Patsy M.

Patsy M. Lightbown is Distinguished Professor Emerita, Applied Linguistics, at Concordia University, Montreal. For more than thirty-five years, she has studied how different types of input and instruction affect second-language acquisition, especially in classrooms where the emphasis is on 'communicative' or 'content-based' language teaching. The contexts for her research have included the teaching of English to French-speaking students in Canada as well as dual or 'two-way' immersion classes in the U.S. Her forthcoming book Focus on Content-Based Language Teaching will appear in the Oxford Key Concepts for the Language Classroom series, which she is co-editing with Nina Spada.