Language acquisition

This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully.

This series, Children's Language, reflects the conviction that extensive work on entirely new fronts along with a great deal of reinterpretation of old-front data will be necessary before any persuasive and truly orderly account of language development can be assembled.

A compelling account of the multi-competence view, which explores the similarities and differences between bilinguals and monolinguals.

This innovative book integrates theory and practice in the teaching of contemporary life skills alongside and as part of language teaching that looks at the 'whole student'.

Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language is the first book in the field of Chinese as a second language that brings together one overview article and eleven research studies surrounding the key words "e;grammar"e; "e;pedagogy"e; and "e;Chinese as a second language.

Originally published in 1994.

This is the second volume of the SiBil series to present results from the European Science Foundation's project 'Second language acquisition by adult immigrants'.

Starting from the premise that language instruction should be informed by how humans learn language, this module on second language acquisition (SLA) aims to provide teachers at any level with a comprehensive and up-to-date introduction to the key findings about how second languages are learned in adulthood.

This interdisciplinary new work explores one of the central theoretical problems in linguistics: learnability.

Originally published in 1974.

Originally published in 1994.

In this beautifully illustrated storybook, part of the School Start series, children with language needs can explore the story of Bozo the Clown as he tries to make a new friend.

This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences.

This book constitutes a timely contribution to the existing literature by presenting a relatively comprehensive, neurobiological account of certain aspects of second language acquisition.

This groundbreaking, provocative book presents an overview of research at the disciplinary intersection of psychoanalysis and linguistics.

The vast majority of work in theoretical linguistics from a generative perspective is based on first language acquisition and performance.

Children's language difficulties affect many areas of functioning and development.

Although there has been much empirical study within what has been referred to as "e;functional approaches to child language,"e; there has yet to be a major attempt to compare and contrast such proposals.

This volume features the latest research findings on L2 interactional competence to demonstrate the potential for developing and implementing research-based pedagogy that targets interactional competence (IC) in early instruction in a variety of L2 learning and teaching contexts.

Online Teaching and Learning shows how learning through the internet depends on complex human interactions for success.

Aldona Sopatas Arbeit untersucht die beiden Hauptfaktoren für den bilingualen Spracherwerb: Alter und Input.

This book is about how to teach English as a second language and how second language students learn.

This collection offers a critical examination of online language teacher education programs (OLTE), looking at a range of issues which have informed their development and the challenges and opportunities in their implementation from a TESOL perspective.

Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning-a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching.

SLA Research and Materials Development for Language Learning is the only book available to focus on the interaction between second language acquisition theory and materials development for language learning.

The study of bilingualism and all of its aspects - from theory and models to social approaches and their practical applications - forms the cornerstone of the 2nd edition of this work.

This extremely up-to-date book, Speech Production and Second Language Acquisition, is the first volume in the exciting new series, Cognitive Science and Second Language Acquisition.

This volume presents a selection of papers presented at a series of three workshops organized by the Network “Written Language and Literacy” as launched by the European Science Foundation.

The Classic Edition of this foundational text includes a new preface from Miguel Perez-Pereira, examining how the field has developed since first publication.

Demonstrates that language awareness and discourse consciousness are key for critical thinking and communication in professional contexts.

This volume presents an innovative approach to understanding the language socialization process of second language learners in study abroad programs, focusing on the case of study abroad programs in Japan.

Although there has been a surge in our understanding of children's vocabulary growth, theories of word learning lack a primary focus on verbs and adjectives.

This volume is a concise introduction to the lively ongoing debate between formalist and functionalist approaches to the study of language.

Have you ever seen a yeti?

Building on the established strengths of the first edition, Child Language has now been fully updated and includes some basic theory content, more exercises and summaries at the end of each unit.

Ergativity is one of the main challenges both for linguistic and acquisition theories.

Native and Non-Native Teacher Talk in the EFL Classroom explores and compares the linguistic features of native and non-native English teacher talk with the aid of corpus linguistics.

This book describes the repertoire and uses of referring expressions by French-speaking children and their interlocutors in naturally occurring dialogues at home and at school, in a wide range of communicative situations and activities.

This book offers a novel framework for describing and understanding student identity via the central concept of "e;genre practices"e;, developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations.