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Book is in Used-VeryGood condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain very limited notes and highlighting. 0.5

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It can be done! You 'can' successfully learn a new language if three conditions are met: You live where the language is spoken, You are motivated to learn the language, and You know how to proceed with language learning step-by-stem and day-by-day. This manual assumes that the first two conditions are met. It is a simple guide planned to help the learner proceed without boredom or frustration, through manageable steps to become proficient in the new language.

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An introduction to the study of children's language development that provides a uniquely accessible perspective on generative/universal grammar–based approaches.How children acquire language so quickly, easily, and uniformly is one of the great mysteries of the human experience. The theory of Universal Grammar suggests that one reason for the relative ease of early language acquisition is that children are born with a predisposition to create a grammar. This textbook offers an introduction to the study of children's acquisition and development of language from a generative/universal grammar–based theoretical perspective, providing comprehensive coverage of children's acquisition while presenting core concepts crucial to understanding generative linguistics more broadly. After laying the theoretical groundwork, including consideration of alternative frameworks, the book explores the development of the sound system of language―children's perception and production of speech sound; examines how words are learned (lexical semantics) and how words are formed (morphology); investigates sentence structure (syntax), including argument structure, functional structure, and tense; considers such “nontypical” circumstances as acquiring a first language past infancy and early childhood, without the abilities to hear or see, and with certain cognitive disorders; and studies bilingual language acquisition, both simultaneously and in sequence.Each chapter offers a summary section, suggestions for further reading, and exercises designed to test students' understanding of the material and provide opportunities to practice analyzing children's language. Appendixes provide charts of the International Phonetic Alphabet (with links to websites that allow students to listen to the sounds associated with these symbols) and a summary of selected experimental methodologies.

The study of language acquisition has become a center of scientific inquiry into the nature of the human mind. The result is a windfall of new information about language, about learning, and about children themselves.In Language Acquisition Jill and Peter de Villiers provide a lively introduction to this fast-growing field. Their book deals centrally with the way the child acquires the sounds, meanings, and syntax of his language, and the way he learns to use his language to communicate with others. In discussing these issues, the de Villiers provide a clear and insightful treatment of the classic questions about language acquisition: Does the child show a genetic predisposition for speech, or grammar, or semantics which makes him uniquely able to learn human language? What kinds of learning are involved in acquiring language and what kinds of experience with a language are necessary to support such learning? Is there a critical period during the child's development which is optimal for language acquisition? And what kind of psychological disabilities underlie the failure to acquire language?

A language develops over time, it develops in a child, and the capacity for language has evolved in the human species.

This book outlines the study of how people learn a language other than their mother tongue. It is designed to make the essentials of this rapidly expanding field as accessible as possible.

To those familiar with the field of linguistics and second-language acquisition, Stephen Krashen needs no introduction. He has published well over 300 books and articles and has been invited to deliver more than 300 lectures at universities throughout the United States and abroad. His widely known theory of second-language acquisition has had a huge impact on all areas of second-language research and teaching since the 1970s. This book amounts to a summary and assessment by Krashen of much of his work thus far, as well as a compilation of his thoughts about the future. Here, readers can follow Krashen as he reviews the fundamentals of second-language acquisition theory presents some of the original research supporting the theory and more recent studies offers counterarguments to criticisms explores new areas that have promise for progress in both theory and application. An invaluable resource on the results of Krashen's many years of research and application, this book covers a wide range of topics: from the role of the input/comprehension hypothesis (and its current rival-the comprehensible output hypothesis), the still-very-good idea of free voluntary reading, and current issues and controversies about teaching grammar, to considerations of how it is we grow intellectually, or how we "get smart."

Paperback, 1984, Newbury House Publishers, ISBN 0-88377-281-7: 315 numbered pages, includes text, appendix, bibliographie, author index

First Language Acquisition: The Essential Readings is a collection of pioneering classics that provide a framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. Collects classic works that provide the foundation for current research in the field of first language acquisition. Includes selections from Noam Chomsky, Jean Piaget, Eric Lenneberg and Roman Jakobson, as well as others who contributed groundbreaking discoveries, insights, concepts, and methods. Presents framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. Provides valuable resource for students and scholars of language acquisition, cognitive development, and cognitive science.

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Presented with the latest thinking and research on how children acquire their first language, this new Second Edition helps readers develop the skills to engage with key debates and current research in the field of child language. This practical text assumes the reader has no background knowledge of linguistic theory and all specialist terms are introduced in clear, non-technical language. A theme running through the book is the nature-nurture debate, rekindled in the modern era by Noam Chomsky, with his belief that the child is born with a rich knowledge of language. Child Language is rare in its balanced presentation of evidence from both sides of the nature-nurture divide. The reader is then encouraged to adopt a critical stance throughout and weigh up the evidence for themselves.

Now in a fourth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. To reflect current developments, new sections on using learner corpora, semantics and morphosyntax (within formal approaches to SLA), sociocultural approaches, gesture, priming research, and chaos theory have been added. Students will also find expanded discussions of heritage language learning, bilingualism, pragmatics, and much more. The redesigned fourth edition of Second Language Acquisition retains the features that students found useful in the current edition but also provides new pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly-written, comprehensive, and current textbook, by expert Sue Gass, is the ideal textbook for the introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and language education programs.

Presented with the latest thinking and research on how children acquire their first language, this new Second Edition helps readers develop the skills to engage with key debates and current research in the field of child language. This practical text assumes the reader has no background knowledge of linguistic theory and all specialist terms are introduced in clear, non-technical language. A theme running through the book is the nature-nurture debate, rekindled in the modern era by Noam Chomsky, with his belief that the child is born with a rich knowledge of language. Child Language is rare in its balanced presentation of evidence from both sides of the nature-nurture divide. The reader is then encouraged to adopt a critical stance throughout and weigh up the evidence for themselves.

The new and updated edition of this bestselling introductory textbook is a comprehensive overview of the field of second language acquisition. In an easy-to-read, accessible style, it provides students with information about the scope of the field, but also provides background information on related areas such as first language acquisition. The book introduces students to current issues of data collection and data analysis, as well as provides an historical overview of the field, thus giving students context and perspective about how today's issues arise from earlier approaches. Each chapter offers discussion questions and/or problems so that students can put their knowledge to use in a way that is relevant to what they have learned, but that also challenges them to go beyond what is in the chapter and to relate information across chapters. The book covers a range of areas of second language research including sociolinguistic, psycholinguistic, and linguistic perspectives. It also includes a chapter on the lexicon and on instructed second language learning. The concluding chapter pulls the information in the previous chapters together into a coherent framework that challenges students to think about the field of second language acquisition as a whole.

This study takes a comprehensive look at where and when children acquire a first language. It integrates social and cognitive approaches to how children analyze, understand, and produce sounds, words, and sentences as they learn to use language to cooperate and achieve goals. A usage-based approach to considering what children learn emphasizes pragmatic factors in language use, and includes research on word-formation, and on bilingualism and dialect-choice.

Book is in Used-VeryGood condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain very limited notes and highlighting. 1.44