啊我找外国论文的时候也是只有上面有，然后我就充钱了- -
http://www.doc88.com/p-4475901013340.html
有些软件可以下不要钱，但是好多软件都有毒，还有道客巴巴坑爹的有些是图片。
Also published inOxford Handbooks for Language TeachersTeaching American English PronunciationPeter Avery and Susan EhrlichSuccess in English TeachingPaul Davies and Eric PearseDoing Second Language Researchjames Dean Brown and Theodore S. RodgersTeaching Business EnglishMark Ellis and Christine johmonIntercultural Business CommunicationRobert GibsonTeaching and Learning in the Language ClassroomTricia HedgeTeaching English Overseas: An IntroductionSandra Lee McKayTeaching English as an International LanguageSandra Lee McKayCommunication in the Language ClassroomTony LynchTeaching Young Language LearnersAnnamaria PinterExplaining English GrammarGeorge YuleHow Languagesare LearnedThird editionPatsy M Lightbown and Nina SpadaOXFORDUNIVERSITY PRESSOXFORDUNIVERSITY PRP.SSGreat Clarendon Street Oxford on 6DPOxford Univenity Press is a depanrnent of the Univenity of Oxford.It furthen the Univenitys objective of excellence in research. scholanhipand education by publishing worldwide inOxford New YorkAuckland Cape Town Dares Salaam Hong Kong KarachiKuala Lumpur Madrid Melbourne Mexico City NairobiNew Delhi Shanghai Taipei TorontoWith offices inArgentina Austria Brazil Chile Czech Republic France GreeceGuatemala Hungary Italy Japan Poland Portugal SingaporeSouth Korea Switzerland Thailand Thrkey Ukraine VietnamOXFORD and OXFORD INCLISH are registered trade marks OfOxford Univenity Press in the UK and in cenain other countrieso Oxford Univenity Press zoo6The moral rights of the author have been assenedDatabase right Oxford Univenity Press makerFint published zoo62011 zoto zoog10 9 8 7 6 5All rights reserved. No pan of this publication may be reproducedstored in a retrieval system or transmitted in any form or by any means.without the prior permission in writing of Oxford Univenity Press withthe sole exception of photocopying carried out under the conditions statedIn the paragraph headed Photocopying or as expressly permitted by law orunder terms agreed with the appropriate reprographics rights organization.Enquiries concerning reproduction outside the scope ofthe above shouldbe sent to the ELT Rights Depanment. Oxford Univenity Press at theaddress aboveYou must not circulate this book in any other binding or coverand you must impose this same condition on any acquirerPhotocopyingThe Publisher grants permission for the photocopying of those pages markedphotocopiable according to the following conditions. Individual purchasenmay make copies for their own use or for use by classes that they teach.School purchasen may make copies for use by staff and students but thispermission does not extend to additional schools or branchesUnder no circumstances may any pan of this book be photocopied for resaleAny websites referred to in this publication are in the public domain andtheir addresses are provided by Oxford Univenity Press for information only.Oxford Univenity Press disclaims any responsibility for the contentISBN: 978 0194Z2Z46Printed in ChinaCONTENTSAcknowledgements x1Preface to the third edition xwIntroduction xv1 Language learning in early childhood 1 The first three years: Milestones and developmental sequences 1 Grammatical morphemes 3 Negation 4 Questions 5 The pre-school years 7 The school years 8 Explaining first language acquisition 10 The behaviourist perspective: Say what I say 10 The innatist perspective: Its all in your mind 15 lnreractionist/developmental perspectives: Learning from inside and out 19 Language disorders and delays 24 Childhood bilingualism 25 Summary 272 Explaining second language learning 29 Contexts for language learning 29 Learner characteristics 30 Learning conditions 32 Behaviourism 34 Second language applications: Mimicry and memorization 34 The innatist perspective: Universal Grammar 35 Second language applications: Krashens monitor model 36 Current psychological theories: The cognitivist/developmental perspecuve 38 Information processing 39 Connectionism 41 The competition model 42 Second language applications: Interacting noticing and processing 43 The sociocultural perspective 47 Second language applications: Learning by talking 47 Theory into practice 49V111 Contents 3 Individual differences in second language learning 53 Who is a good language learner 54 Research on learner characteristics 54 Inrelligence 57 Aptitude 57 Learning styles 59 Personality 60 Motivation and auirudes 63 Identity and ethnic group affiliation 65 Learner beliefs 66 Age of acquisition and the Critical Period Hypothesis 67 Summary 74 4 Learner language 77 Studying the language of second language learners 77 Contrastive analysis error analysis and inrerlanguage 78 Developmenral sequences 82 Grammatical morphemes 83 Negation 85 Questions 86 Possessive determiners 88 Relative clauses 90 Reference to past 91 Movemenr through developmenral sequences 92 More about first language influence 93 Vocabulary 96 Pragmatics 100 Phonology 104 5 Observing learning and teaching in the second language classroom 109 Natural and instructional settings 109 Observation schemes 114 Classroom comparisons: Teacher-srudenr inreractions 115 Classroom comparisons: Studenr-srudenr interactions 121 Corrective feedback in the classroom 125 Questions in the classroom 130 Ethnography 133 Summary 135 6 Second language learning in the classroom 137 Six proposals for classroom teaching 137 1 Get it right from the beginning 138 2 Justlisten ... and read 143 Contents lX 3 Lets talk ISO 4 Twoforone ISS S Teach what is teachable 160 6 Get it right in the end 16S The implications of classroom research for teaching 176 Summary 1797 Popular ideas about language learning revisited I83Glossary 19SBibliography 207Index 229INTRODUCTIONWhen new foreign language reaching methods and textbooks are inrro-duced rhey are ofren said ro be based on rhe latest research in psychologylinguistics or pedagogy. Teachers are tald rhat rhey will be more effectivethan rhose rhat have gone before. In many cases the new approaches areprescribed for immediate implementation in a school or region.
Sometimesthe new materials come with opportunities for extensive training in theirimplementation. Sometimes rhey are simply ordered and distributed tOreachers who have to do their best tO use them effectively.Teachers have seen many different approaches over the past fifry years. Oneapproach requires students to learn rules of grammar and lists of vocabularyto use in translating literary texts. Another emphasizes the value of havingstudents imitate and practise a set of correct sentences and memorize entiredialogues. Yet another stresses the importance of encouraging natural com-munication between students as they engage co-operatively in tasks orprojects while using the new language. In some classrooms the secondlanguage is used as the medium to reach subject matter with the assumptionthat the language itself will be learned incidentally as students focus on theacademic content.How are teachers tO evaluate the potential effectiveness of new methods Tobe sure the most important influence on teachers decisions is their ownexperience with previous successes or disappointments as well as theirunderstanding of the needs and abilities of their students. We believe thatideas drawn from research and theory in second language acquisition are alsovaluable in helping teachers evaluate claims made by proponents of variouslanguage reaching methods. The goal of this book is to introduce reachers-both novice and experienced-to some of the language acquisition researchchar may help them not only to evaluate existing textbooks and materials butalso to adapt them in ways that are more consistent with our understandingof how languages are learned.The book begins with a chapter on language learning in early childhood.This background is important because both second language research andsecond language teaching have been influenced by changes in our under-standing of howchildren acquire their first language. In fact one significantresearch finding concerns the similarities between first and second languageacquisition.XVI Introduction In Chapter 2 several theories that have been advanced to explain second language learning are presented and discussed. In Chapter 3 we turn our attention to how individual learner characteristics may affect success. In Chapter 4 we look at second language learners developing knowledge and their ability to use that knowledge. Chapter 5 begins with a comparison of natural and instructional environments for second language learning. We then examine some different ways in which classroom researchers have observed and described teaching and learning practices in second language classrooms. In Chapter 6 we examine some of the proposals that have been made for second language teaching. Examples of research related to each of the proposals are presented leading to a discussion of the evidence available for assessing their effectiveness. The chapter ends with a discussion of what research findings suggest about the most effective ways to teach and learn a second language in the classroom. A Glossary provides a quick reference for a number of terms that may be new or have specific technical meanings in the context of language acquisition research. Glossary wordsare shown in small capital letters where they first appear in the text. For readers who would like to find out more a list of suggestions for further reading is included at the end of each chapter. The Bibliography provides full reference information for the suggested readings and all the works that are referred to in the text. We have tried to present the information in a way that does not assume that readers are already familiar with research methods or theoretical issues in second language learning. Examples and case studies are included throughout the book to illustrate the research ideas. Many of the examples are taken from second language classrooms. We have included a number of opportunities for readers to practise some of the techniques of observation and analysis used in the research that we review in this book. Before we begin ... It is probably true as some have claimed that most of us teach as we were taught or in a way that matches our ideas and preferences about how we learn. Take a moment to reflect on your views about how languages are learned and what you think this means about how they should be taught. The statements on the following pages summarize some popular views about language learning and teaching. Think about whether you agree or disagree with each opinion. Keep these statements and your reactions to them in mind as you read about current research and theory in second language learning. We will return to these opinions in Chapter 7. Introduction xvuPopular opinions about language learning and teachingIndicate the extent to which you agree with each statement by marking an X atthe appropriate point on the line between strongly agree and stronglydisagree. Languages are learnedmainly through imitation. strongly agree I I I I I strongly disagree 2 Parents usually correct young children when they make grammatical errors. strongly agree strongly disagree 3 Highly intelligent people are good language learners. strongly agree strongly disagree 4 The most important predictor of success in second language acquisition is motivation. strongly agree strongly disagree 5 The earlier a second language is introduced in school programmes the greater the likelihood of success in learning. strongly agree strongly disagree 6 Most of the mistakes that second language learners make are due to interference from their first language. strongly agree strongly disagree 7 The best way to learn new vocabulary is through reading. strongly agree strongly disagree 8 It is essential for learners to be able to pronounce all the individual sounds in the second language. strongly agree strongly disagree 9 Once learners know roughl.
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2017/1/4 8:59:48
百度 道客巴巴下载器，很容易的。这是我用的一个，分享下，http://pan.baidu.com/s/107dXs
不知道那文档你下了没，刚才帮下了，再给你分享下http://pan.baidu.com/s/1xPoNi
从来都是用下载器。。。无论百度，道客。。。豆丁。。。