Summary: How Languages Are Learned 4Th Edition | 9780194541299 | Patsy M Lightbown, et al

Read the summary and the most important questions on How Languages are Learned 4th edition | 9780194541299 | Patsy M. Lightbown; Nina Spada

• 1 Language learning in early childhood

• What are babies able to understand and use at 12 months?

  They can understand quite a few frequently repeated words in the language or languages spoken around them

• What are babies able to understand and use the first few months?

  Earliest vocalization = crying (then cooing and gurgling sounds)
  They can distinguish the voice of their mother & can recognize the language that was spoken around their mother (even before they were born)

• What are babies able to understand and use by the age of two?

  they can produce approximately 50 words & combine them into two word sentences (“telegraphic” sentences)

• How many grammatical morphemes are there (according to Roger Brown)

  14

• 8 Glossary

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• American Sign Language (ASL): 

  The gestural language used by many North Americans who are deaf or who interact with others who are deaf. It is a true language, with complex rules of structure and a rich vocabulary, all expressed through motions of the hands and body. 

• classroom observation scheme:  

  A tool (often in the form of a grid) that consists of a set of predetermined categories used to record and describe teaching and learning behaviours. 

• communicative language teaching (CLT): 

  CLT is based on the premise that successful language learning involves not only a knowledge of the structures and forms of a language, but also the functions and purposes that a language serves in different communicative settings. This approach to teaching emphasizes the communication of meaning in interaction rather than the practice and manipulation of grammatical forms in isolation. 

• comprehensible output hypothesis:  

  The hypothesis that successful second language acquisition depends on learners producing language (oral or written). Swain (1985) proposed this hypothesis in response to Krashen’s (1985) comprehensible input hypothesis. 

• content and language-integrated learning (CLIL): 

  An approach to content-based language teaching that has been developed primarily in secondary schools in Europe. 

• content-based language teaching (CBLT): 

  Second language instruction in which lessons are organized around subject matter rather than language points. For example, in immersion programmes, students study science, history, mathematics, etc. in their second language.