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