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| Acknowledgements | |
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| Preface to the fourth edition | |
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| Introduction | |
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| Before we begin… | |
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| Language learning in early childhood | |
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| Preview | |
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| First language acquisition | |
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| The first three years: Milestones and developmental sequences | |
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| The pre-school years | |
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| The school years | |
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| Explaining first language acquisition | |
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| The behaviourist perspective | |
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| The innatist perspective | |
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| Interactionist/developmental perspectives | |
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| Language disorders and delays | |
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| Childhood bilingualism | |
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| Summary | |
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| Suggestions for further reading | |
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| Second language learning | |
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| Preview | |
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| Learner characteristics | |
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| Learning conditions | |
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| Studying the language of second language learners | |
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| Contrastive analysis, error analysis, and interlanguage | |
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| Developmental sequences | |
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| More about first language influence | |
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| Vocabulary | |
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| Pragmatics | |
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| Phonology | |
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| Sampling learners' language | |
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| Summary | |
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| Suggestions for further reading | |
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| Individual differences in second language learning | |
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| Preview | |
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| Research on learner characteristics | |
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| Intelligence | |
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| Language learning aptitude | |
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| Learning styles | |
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| Personality | |
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| Attitudes and motivation | |
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| Motivation in the classroom | |
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| Identity and ethnic group affiliation | |
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| Learner beliefs | |
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| Individual differences and classroom instruction | |
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| Age and second language learning | |
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| The critical period: More than just pronunciation? | |
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| Intuitions of grammaticality | |
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| Rate of learning | |
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| Age and second language instruction | |
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| Summary | |
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| Suggestions for further reading | |
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| Explaining second language learning | |
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| Preview | |
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| The behaviourist perspective | |
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| Second language applications: Mimicry and memorization | |
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| The innatist perspective | |
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| Second language applications: Krashen's 'Monitor Model' | |
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| The cognitive perspective | |
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| Information processing | |
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| Usage-based learning | |
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| The competition model | |
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| Language and the brain | |
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| Second language applications: Interacting, noticing, processing, and practising | |
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| The sociocultural perspective | |
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| Second language applications: Learning by talking | |
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| Summary | |
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| Suggestions for further reading | |
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| Observing learning and teaching in the second language classroom | |
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| Preview | |
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| Natural and instructional settings | |
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| In natural acquisition settings | |
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| In structure-based instructional settings | |
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| In communicative instructional settings | |
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| Observation schemes | |
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| Classroom comparisons: Teacher-student interactions | |
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| Classroom comparisons: Student-student interactions | |
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| Corrective feedback in the classroom | |
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| Questions in the classroom | |
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| Ethnography | |
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| Summary | |
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| Suggestions for further reading | |
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| Second language learning in the classroom | |
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| Preview | |
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| Proposals for teaching | |
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| Get it right from the beginning | |
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| Just listen … and read | |
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| Let's talk | |
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| Get two for one | |
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| Teach what is teachable | |
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| Get it right in the end | |
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| Assessing the proposals | |
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| Summary | |
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| Suggestions for further reading | |
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| Popular ideas about language learning revisited | |
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| Preview | |
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| Reflecting on the popular ideas: Learning from research | |
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| Conclusion | |
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| Glossary | |
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| Bibliography | |
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| Index | |