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Tables of Contents for How Languages Are Learned
Chapter/Section Title
Page #
Page Count
Acknowledgements
xi
2
Introduction
xiii
1 Learning a first language
1
18
Say what I say: the behaviourist position
1
6
It's all in your mind: the innatist position
7
6
The `critical period' hypothesis
11
2
Mom's the word: the interactionist position
13
3
Caretaker talk
14
2
Summary
16
3
2 Theories of second language learning
19
14
Activity: Learner profiles
20
3
Behaviourism: the second language view
23
2
Cognitive theory: a new psychological approach
25
1
Creative construction theory
26
3
1 The acquisition-learning hypothesis
26
1
2 The monitor hypothesis
27
1
3 The natural order hypothesis
27
1
4 The input hypothesis
28
1
5 The affective filter hypothesis
28
1
Summary
29
1
The second language interactionist view
29
1
Summary
30
3
3 Factors affecting second language learning
33
20
Activity: Characteristics of the `good language learner'
33
2
Research on learner characteristics
35
15
Intelligence
36
1
Aptitude
37
1
Personality
38
1
Motivation and attitudes
39
1
Learning styles
40
1
Age of acquisition
41
9
Summary
50
3
4 Learner language
53
16
The concept of learner language
54
3
Activity: The Great Toy Robbery
55
2
Developmental sequences
57
9
Grammatical morphemes
57
2
Negative sentences
59
2
Question formation
61
3
Activity: Learners' questions
64
1
Relative Clauses
65
1
More about sequences of development
66
1
Summary
67
2
5 Second language learning in the classroom
69
42
Comparing instructed and natural settings for language learning
69
9
Activity: Natural and instructional settings
69
4
Activity: Classroom comparisons
73
5
Five proposals for classroom teaching
78
25
1 Get it right from the beginning
79
4
2 Say what you mean and mean what you say
83
5
3 Just listen
88
4
4 Teach what is teachable
92
4
5 Get it right in the end
96
7
The implications of classroom research for teaching
103
2
Summary
105
6
6 Popular ideas about language learning: Facts and opinions
111
5
1 Languages are learned mainly through imitation
111
1
2 Parents usually correct young children when they make grammatical errors
112
1
3 People with high IQs are good language learners
112
1
4 The most important factor in second language acquisition success is motivation
112
1
5 The earlier a second language is introduced in school programs, the greater the likelihood of success in learning
112
1
6 Most of the mistakes second language learners make are due to interference from their first language
113
1
7 Teachers should present grammatical rules one at a time, and learners should practise examples of each one before going on to another
113
1
8 Teachers should teach simple language structures before complex ones
114
1
9 Learners' errors should be corrected as soon as they are made in order to prevent the formation of bad habits
114
1
10 Teachers should use materials that expose students only to those language structures which they have already been taught
115
1
11 When learners are allowed to interact freely they learn each others' mistakes
115
1
12 Students learn what they are taught
116
1
Conclusion
116
3
Glossary
119
8
Bibliography
127
6
Index
133