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How Languages are Learned 4th edition Oxford Handbooks for Language Teachers

How Languages are Learned 4th edition   Oxford Handbooks for Language Teachers Author Patsy M. Lightbown
ISBN-10 9780194541299
Release 2013-01-10
Pages 252
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Teachers are often told that new teaching methods and materials are 'based on the latest research'. But what does this mean in practice? This book introduces you to some of the language acquisition research that will help you not just to evaluate existing materials, but also to adapt and use them in a way that fits what we currently understand about how languages are learned.



How Languages are Learned

How Languages are Learned Author Patsy M. Lightbown
ISBN-10 3464244644
Release 2006
Pages 233
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How Languages are Learned has been writing in one form or another for most of life. You can find so many inspiration from How Languages are Learned also informative, and entertaining. Click DOWNLOAD or Read Online button to get full How Languages are Learned book for free.



How Languages are Learned with E book

How Languages are Learned with E book Author Patsy M. Lightbown
ISBN-10 0194541258
Release 2013-12
Pages 304
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How Languages are Learned with E book has been writing in one form or another for most of life. You can find so many inspiration from How Languages are Learned with E book also informative, and entertaining. Click DOWNLOAD or Read Online button to get full How Languages are Learned with E book book for free.



Second Language Learning and Language Teaching

Second Language Learning and Language Teaching Author Vivian Cook
ISBN-10 9781134683222
Release 2016-05-05
Pages 334
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Second Language Learning and Language Teaching provides an introduction to the application of second language acquisition research to language teaching. Assuming no previous background in second language acquisition or language teaching methods, this text starts by introducing readers to the basic issues of second language acquisition research. It then examines how people learn particular aspects of the second language, such as grammar, vocabulary, pronunciation and the writing system, and at the strategies they adopt in their learning and the differences between individuals. Final chapters look at second language learning in a broader context – the goals of language teaching and how teaching methods relate to SLA research. This newly updated fifth edition builds on the comprehensive scope of earlier editions while also addressing more recent developments in the field, particularly multilingual approaches to language teaching.



Techniques and Principles in Language Teaching

Techniques and Principles in Language Teaching Author Diane Larsen-Freeman
ISBN-10 0194355748
Release 2000-01-01
Pages 189
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This book provides a practical overview of the most important methods in the field. Readers are drawn into classrooms where various teaching methods and approaches are being used. They are encouraged to reflect on their own beliefs and to develop their own approach to language teaching.



Doing Task Based Teaching

Doing Task Based Teaching Author Dave Willis
ISBN-10 0194422100
Release 2007-04-19
Pages 294
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Gives a clear explanation of the basic principles of task-based teaching Contains many examples of tasks and lesson plans from teachers around the world Provides sample materials and lesson plans showing how to focus on meaning, language, and form Includes guidance on adapting existing course materials to include a task-based element Suitable for teacher training courses or for individual teachers Authors are leading world experts on task-based teaching



Doing Second Language Research

Doing Second Language Research Author James Dean Brown
ISBN-10 0194371743
Release 2002-10-24
Pages 314
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There are now many introductions to language research available. What makes Doing Second Language Research different and special is that it puts you inside the research process. It does this by giving you different roles within a variety of mini-studies. This means you can get a feel for what it's like to be a research subject, research organizer, research data collector, research data analyst, and research reporter. All of this ismeant to help you prepare for the final goal of designing your own research. The book is organized into four parts: - Part One is a general introduction to the nature of research. - Part Two covers qualitative research and contains chapterson case study research, introspection research (use of verbal protocols), and classroom research (interaction analysis). - Part Three covers quantitative research and contains chapters on descriptive statistics research (survey analysis), correlational research (into language learning and teaching attitudes), and quasi-experimental research (into vocabulary learning techniques). - Part Four consists of a concluding chapter on course evaluation andcombining research types. Like other books in this series, Doing Second Language Research is designed to bridge the gap between theory and practice. To help achieve this balance, each chapter is organized into the following sections: 1. Introducing theresearch type 2. Experiencing the research type 3. Compiling the data generated by the research type 4. Analysing the data generated by the research type 5. Designing the research type 6. Interpreting the research type 7. Significance of the research type 8. Reflecting on the research experience Two of the chapters (2 and 8) also have sections on reporting research results. There is a content summary at the end of each chapter, numerous exercises with an accompanying answer key, and a glossary of key terms.



How Languages are Learned

How Languages are Learned Author Patsy M. Lightbown
ISBN-10 STANFORD:36105021992396
Release 1993
Pages 135
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Provides teachers with a comprehensive introduction to first and second language acquisition. The authors believe that by understanding research and theories on how languages are learned, teachers will be better able to judge the merits of different teachi



How Vocabulary is Learned

How Vocabulary is Learned Author Stuart Webb
ISBN-10 9780194403535
Release 2017-06-06
Pages 336
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This guide to vocabulary acquisition is essential reading for teachers of English as a second or foreign language. It presents the major ideas and principles that relate to the teaching and learning of vocabulary and evaluates a wide range of practical activities designed to help boost students’ vocabulary acquisition. Key questions which are answered include: • How many words should students learn at a time, and how often? • How much classroom time should be spent teaching vocabulary? • What is the best way to group vocabulary for learning? • Is it useful to provide students with the L1 translations of unknown words? • Why do some students make greater progress than others? stuart webb is Professor in Applied Linguistics at the University of Western Ontario, Canada. paul nation is Emeritus Professor in Applied Linguistics at Victoria University of Wellington, New Zealand. Teachers will find answers to many of their perennial questions about vocabulary learning—as well as some they had not yet thought to ask! There is research evidence to support established practices, but also new evidence that challenges old ideas. patsy lightbown (co-author of How Languages are Learned, with Nina Spada)



Exploring Learner Language

Exploring Learner Language Author Elaine Tarone
ISBN-10 0194422917
Release 2009-07-02
Pages 185
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Gives you a unique 'hands-on' introduction to studying ESL learners' language using video interviews and footage of students doing language tasks Uses linked exercises in the book to guide you through the stages of analysing learners' language Provides full transcripts and an answer discussion section to help you to study and refer back to the input and explanations. Case study approach gives you the skills that will help you to explore learner language in your own classroom Recommended for TESOL Masters and Diploma students and language teacher educators



Teaching Young Language Learners

Teaching Young Language Learners Author Annamaria Pinter
ISBN-10 0194403181
Release 2017
Pages 240
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This fully updated second edition provides a comprehensive and readable introduction to teaching young learners. It gives an accessible overview of the issues, including child development, L1 and L2 learning, L2 skills, vocabulary and grammar, learning to learn, materials design, and policyissues. Integrating theory and practice in an accessible way, it draws on up-to-date research and classroom practice that is internationally relevant.Extra resources are available on the website:a href="https://elt.oup.com/teachers/teachingyll"www.oup.com/elt/teacher/teachingyll/a.



Language Learning with Technology

Language Learning with Technology Author Graham Stanley
ISBN-10 9781107628809
Release 2013-04-04
Pages 250
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" ... Contains over 130 practical classroom activities suitable for beginners to more advanced learners, incorporating a wide range of up-to-date tools, such as mobile technologies and social networking"--Cover, page [4].



Technology Enhanced Language Learning connecting theory and practice Oxford Handbooks for Language Teachers

Technology Enhanced Language Learning  connecting theory and practice   Oxford Handbooks for Language Teachers Author Aisha Walker
ISBN-10 9780194376013
Release 2013-03-08
Pages 249
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How can you use technology for pedagogic purposes in the language classroom? Technology Enhanced Language Learning discusses how the use of technology opens up opportunities for learning, how it enables different types of learning, and how it affects language use.



Teaching English as an International Language

Teaching English as an International Language Author Sandra Lee McKay
ISBN-10 0194373649
Release 2002-03-07
Pages 150
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English is the major language of international communication, and everyone wants to learn it. But which English, and how? Teaching English as an International Language provides an accessible overview of this increasingly important field. Sandra Lee McKay questions the cultural assumptions underlying much English teaching, arguing that classroom aims and methodology should be based on the requirements of an international language.



Content Based Foreign Language Teaching

Content Based Foreign Language Teaching Author Laurent Cammarata
ISBN-10 9781136962745
Release 2016-02-26
Pages 290
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Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students’ linguistic repertoires. The case is made for content-based instruction—an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a program, identifies essential strategies to support this curricular and pedagogical approach, discusses issues of assessment within this context, and more. Content-Based Foreign Language Teaching provides theoretical perspectives and empirical evidence for reforming curricula and instruction, describes models and curriculum planning strategies that support implementation of well-balanced FL programs, explores the transformative potential of critical pedagogy in the FL classroom, and offers illustrations of secondary and post-secondary language programs that have experimented with alternative approaches. Advancing alternatives to conventional curriculum design, this volume posits meaning-oriented approaches as necessary to create language programs that make a great difference in the overall educational lives of learners



Exploring Psychology in Language Learning and Teaching

Exploring Psychology in Language Learning and Teaching Author Marion Williams
ISBN-10 9780194423960
Release 2016-06-28
Pages 171
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This book explores key areas of educational and social psychology and considers their relevance to language learning and teaching, using activities and questions for reflection. The topics discussed in the book include: • learners’ and teachers’ beliefs about how a language should be learned and taught • learning and working in groups • relationships with others • the role of the self in teaching and learning • motivation to start and persist with tasks • the role of emotions in learning. The authors provide useful insights for the understanding of language learning and discuss the important implications for language teaching pedagogy. Extra resources are available on the website: www.oup.com/elt/teacher/exploringpsychology Marion Williams was formerly Reader in Applied Linguistics at the University of Exeter and is a past president of IATEFL. Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria. Stephen Ryan is Professor in the School of Economics at Senshu University, Tokyo.



Explaining English Grammar

Explaining English Grammar Author George Yule
ISBN-10 0194371727
Release 1998-11-12
Pages 333
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The aim of this book is to provide teachers with a fresh approach to thinking about English grammar, Each chapter focuses on a problematic area, for example "Articles", "Conditionals", and "Direct and indirect speech". First the basic grammatical form is described, and then the meaning distinctions conveyed by particular forms. The final section of each chapter shows how meaning can be shaped by context and communicative purpose. The book includes exercises, teaching ideas, and a glossary.