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How Languages are Learned (Oxford Handbooks for Language Teachers) Paperback – 27 Apr 2006

4.5 out of 5 stars 15 customer reviews

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Product details

  • Paperback: 251 pages
  • Publisher: OUP Oxford; 3 edition (27 April 2006)
  • Language: English
  • ISBN-10: 0194422240
  • ISBN-13: 978-0194422246
  • Product Dimensions: 24.6 x 1.5 x 16.8 cm
  • Average Customer Review: 4.5 out of 5 stars  See all reviews (15 customer reviews)
  • Amazon Bestsellers Rank: 36,821 in Books (See Top 100 in Books)

Customer Reviews

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Top Customer Reviews

Format: Paperback
I bought this book to support some work I was doing for a level 5 diploma in teaching literacy. I looked at several books on this topic and found this one the best, not only for being up to date with a wide range of research ideas and theories, but also for explaining them coherently. Chapter 2, Explaining Second Language Learning, was particularly helpful. It also has a useful section at the end challenging some popularly held misconceptions about language learning.
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Format: Paperback
A good read, but I felt like it touches upon important names and subjects just in passing. For teachers-to-be and students of linguistics I would rather recommend Introducing Second Language Acquisition by Saville-Troike, which I found better structured, explaining clearly the concepts and terminology of the field, as well as giving photos and short bios of the main authors in the field.
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Format: Paperback
This book is aimed at teachers involved with language learning, with focus on second language learning. This is an introduction whereby an overview is given of the research in this field, handily organized in chapters on subjects such as language learning in early childhood, second language learning, individual differences, learning and teaching in the classroom. Very interesting is the last chapter in which some popular ideas (misconceptions?) are shortly discussed.

The writers give a summary of research, they do not develop a specific thesis. The language is clear and familiarizes the reader with the specific terminology. At the end of each chapter is a list with suggestions for further reading. A long bibliography and a useful glossary can be found at the end of the book.

Despite the fact that a lot is covered, the clear message is that one specific teaching method will not do for all and this because of different aptitudes of the students. Teachers should take this account and vary their method.

My motivation to go through this book was slightly different: I wanted to know - and this on basis of the current knowledge in the field - what would be for me the most appropriate way to master on my own (with of course access to websites, books, dictionaries, CD's) a language which is quite different from the languages that I do speak and this without having the luxury - unlike a child who acquires his first language - to be daily exposed to it.

I did find it interesting to learn how language teaching has involved over time.
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Format: Paperback
This book is aimed at teachers involved with language learning, with focus on second language learning. This is an introduction whereby an overview is given of the research in this field, handily organized in chapters on subjects such as language learning in early childhood, second language learning, individual differences, learning and teaching in the classroom. Very interesting is the last chapter in which some popular ideas (misconceptions?) are shortly discussed.

The writers give a summary of research, they do not develop a specific thesis. The language is clear and familiarizes the reader with the specific terminology. At the end of each chapter is a list with suggestions for further reading. A long bibliography and a useful glossary can be found at the end of the book.

Despite the fact that a lot is covered, the clear message is that one specific teaching method will not do for all and this because of different aptitudes of the students. Teachers should take this account and vary their method.

My motivation to go through this book was slightly different: I wanted to know - and this on basis of the current knowledge in the field - what would be for me the most appropriate way to master on my own (with of course access to websites, books, dictionaries, CD's) a language which is quite different from the languages that I do speak and this without having the luxury - unlike a child who acquires his first language - to be daily exposed to it.

I did find it interesting to learn how language teaching has involved over time.
Read more ›
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Format: Paperback
I, myself, am not a teacher (just a student) but found the content of this book suitably applicable to my A-Level English Language course. While not addressing in such a thorough manner the first language situation, it visits topics relevant to the course, and reaffirms one's knowledge in applying it to various situations. And well written too.
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By Bonnie on 23 July 2009
Format: Paperback
Excellent book.It has been fully updated to include latest developments in the linguistics field, relevant to English as an Additional Language as well as Modern Foreign Language teaching and TESOL. An essential reference and coursebook.
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Format: Paperback Verified Purchase
A readable and thorough exploration of the different theories of language acquisition and the impact of this knowledge on how to teach language. Very interesting and relevant.
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