opti ee ns tang eh ‘cing nin Ea onion | Foose ees Senn ng Taig Mitac no gen Langue Ro Jott tl Res | How Languages Tachi sgh | Nat inden | are Learned eae — “Teaching and Learningin the Language Clasroom Third edition vate! eer coer Proerrs | ; —— Patsy M, Lighthown and Nina Spada oe pi “chore ar es OXFORDCONTENTS Acknowledgements Prarie eion Induction 1 Language learningin ety hitdod ‘Then tres ea Mlesoner and derdopmenl oye ‘Gamal morpemer Neption Quan The preschool yee Theschoo yur Expsning i guage acgiton| Thebehavours penpectve Say what any “Theinotst perspective Fallin our mind Inveraconet developmental pepe ening om icendour Language disedesand delays (Chilo glen Summary 2 sping second language learning (Caner er angge ching Teint drt ing condions Behera Sconlanguge pplication Minicry nd memerion ‘Theat pespecie: Univers Gna Scondlangge applications Krier monitor model Curent peli theres The copa deeopmenal pepe Tnfocnaconpoceing Conecioaae “Theeompeiion adel Secandlangsge applctions Inceracting acing tnd precsting Theodora pepe Second langge applications Leming by eling Tiemyiiepoce8 Individual ifeene in second language eaming Who i pod nguaelere’? Resauch on user carceris Tneigence Ape eaming sles Penomgy Mosaon and aids Let apd bie oupfilion eames es -Ageof scquson and the Cia Pod Hype 4 Leamerlanguage ‘Staying the angange Fond lnguge lees Conrasive anal enor ana, nd ineranguage Devsopmentlaoqense ‘Geammaial morpemes! Refsencem pst Mover drgh development equects Moce bout ise anguagennce Verbal poms Phonology Obsering laringand teaching in che second language ‘laoom Ned adinsrcioal tings Olver scence Glatoom omprinnstrche-detneracions CClasoom cmparons sues sadn itercsons Coretve acne davon iotonsin ecco Ehoognhy Summer 6 Second guage earning the claro ‘Seppo br moor eahg Ger isigh rom eben 2 Jalen onde 33 Fa Se a Fa 8 3 e m 7 % 3 s 86 ” 31 2 33 108 109 109 mM 5 3 185 7 7 18 1 3 Lefsalk 4 eforone 5 Texchwac i eacable 6 Gerienghrinsheend ‘Theimplestier of damon soeach or eaching surat 7 Popularider about ngungelessingrevited Glossary Biopsy inte Coto 150 5 185 v6 rt ry ws. 29ACKNOWLEDGEMENTS (Our grater debe othe rade fhe ft nd secon tions of this ook We canine oe delight by the causa sponses we hare ‘seed fom dem. “Through the tre aons, our allapc and dente affed may End of lp Among thte wh kav ben eel hep re Aen ‘Aus Laura Cains, Randall Hale, Mavis low, Roy lst, Alon Pl Mears Viet Murphy, Howard Nichole, and Mas Saar "atl fc on the nes etons wos offered by Hen Widdownon, andanooymows eriewes for Oxo Unvrsty Press ela Rane an Joe Rind made exes conbuton a hae eon, We halhe Engl Span Union fr oaring the 1989 Dake of Elihu book pi fo Apple Linge onthe book “The authors and pale ae gto shore wh ve gen peinion {ereprodie be lowing ec andadapeios of copyright ati Bclwell Publishes for permis co reprodce materi fom “The ‘esitve pend forthe aquston of same ia second ang’ by kos om Language Lrg 307 (1980) Cambie Univesiy Ps fr Consricing an. seqision aed Procedure for sand language semen? by enemann, Johstn, tod nly (198) and Send Inge istration dos mai difeece dene from an emp ay of cond language lation’ by Doughty from Sui Send Language Aust 13/4 (0991). hover om Tlingit srogh To Feachimmesin ener? ‘sponse efron! byM. San and, Lapin fom the rain Jounal Esta Rar ole 37:285-304 (2002. Stephen Krahen fra fre om Some ius eating to the Monitor Modal Kes On TESOL (1977 by Stephen Kshs, vey fort hasbeen made so rac th owner ofcopyeighe nia in his tro bu wea be lsd nen en ay cpp holder whom we ave been unable contac, We pogo fr any appaen negligence. TF ote the publisher wills plese orci ay eromoromisins ate jaieceqenmy Carson by Sophie Gilet © Oat Unies Pes 193 and 2005,PREFACE TO THE THIRD EDITION How Langue eed aot ses fwd for poten ‘devdopmentmolsops fr teacher in Qurec, Canada whee we both wotked fr many yea The Sn and vecondelins af the ook hee ‘tld a from tarry and web hadnt pons fs ‘exes alle the word. The contiauing pose fedbck and he rama growth of reuch ia ean langage ning made saa i thebook ned be bought up oda “Te til edn i both an uplate and an expansion ofthe pei tdiians Having boa oar caters +e when it as pile be iia wih viral llth publi ude on condangg cng, veld ariisaowamostzponibe ro kecp up withthe ood foun, Broke and confrnas deve exclusively cond language tai The increases nor oly inte ser volume of each bar slo nde anderen the imporance of wcond linge ching ead kang ‘hos and communis eer Although the book i oar nov we have td w main 2 aye of retention hc ales oe material esl ea sete wo ue rai boa langage acquistion research for the a ine. Rede fair with the ise wo etions wil neognie he ne eal sce but rey hpter has ben eied and Uplate. We ave add sectns a ‘epic thar eae old whey wanted 0 kw tore abou we pc ticle become more cel ond langage tac inn “Among the anges, ead wil od mexyl dizanion of chided biting typed pracsaon of het pepecieson cond langage ‘cuit indading moresboue ppl kasing toi ced ‘aoc teary ‘moe soat invidua direncsin aging ston sections an he acquisition of wxablay phology and pragmatic ‘©complement th pied mate on te tquieon of ganemat an nce in the nuber and he dives of example of som tise escuch on bch ching andexnng in Chapt and ‘Because the ee now incades fens to coseably more sud We hve lmied the end-of chapter seading Lt wore ha give bowerPrete Tid Ein coverage the topic added in ech copier Te boggy conan ‘Supe bration baal he wera are ered pean thetee faisays the es ian nroacoryt, we fad me tmany had cs sb what inl Keeping the Bok wa aso Tenth has often mean choorng bern ds in the Bild aad some imporant new ude We encourage ac ath the end- ha ‘ingles and he bblegaphy cpus deirowe isc free “We hope shar both new sede and the who have real he previous elton wl odie aed information in hi cto ht wll lenge find inspite dem wo make cer own conbutons to scond aging Iening aching sd each, Psy MLightbown Hoch MA, USA ia Spada “Toros, ON, Canada INTRODUCTION ‘When nw frcign language caching methods and ebooks ae ino heed, dey ar ofen td be bd onthe te each in ppcoloy, ngs or edaony. Teacher aed hatte wl be ne efire ‘han thse hat hae gone before In many ess, the new approaches ae pes ferimoednte implementation a agchol x rpion Saree, the new mater come with oppor for ceive wining i thi inplemenaon, Smeines dy ae simply ordered and daub 0 tether who heen do thar bart them ety “Teaches have nn many lien speoache orth pa fy yar. One (pred opus waded oars pe of pune is eoecby ‘ose in casting ity tent. Another emphases the valu of ang ‘densi and pace an ofr sentences nd memo ite idles ereother ence iportncs of ecourpag barre ‘muntation beeen sadents a they engage co-operate in tls of proj while ang he new linguge In some castooms, he sod npg: odes media tak cbjes mates wi hese da the language el wl be tne incidentals udent foc oe seadenic coment How reaches teal the pce efecveness of ew method To bere he mas imporane inne on teacher decison eh owe ‘pce wih petous mcoaee er digpomemenasw walla ‘demanding of te needs and abies of thee sent Webbe ht ‘ee down fom eset apd tery n soon language song so ‘alan hlpng aches ele cats made by proponents ovis [Engugetxcingmshods The god of dsbooksta induce aches th nvice nd eperiened-—r some ofthe language aqstion ach ‘hc may lp hem aor only ease exsing ebooks nd meal bet Hae ther in ways ate ore content wc our undennding fh anges ae od, “The bok gin wih chapter on language rsng in ny childhood. “This background ir inporane because bth sod engage each snd sero lnpage tang have be ineced by change in our under ‘aang of how cilten sequen inguageIn foe sigan rath nding concern thesia errant end nad ange ieedi In Chapt 2 seve dese thar hae been aan explain cond langue learing are pected aed dase. Chap we tam oat scunion wow individ! leur shania may afc crs. In ‘Chup we ook ar econd inguge ne deeoping kaon and tha ily ie hat Knowledge: Caper 5 begins with comparton of ‘aur and intreconal environment fr scan language leaning, We ‘hen eaiige some iret wae in whi cen tocar ave ‘heed and desrbed teching and ening prac in second guage ‘deco In Chap 6, we examine sos of she propels ate een mide or second hagaage teaching. Bamps of rach tcl to ech of che propaais are presented, dingo = dcuon of th eidence rae for ‘Ssclng shar eters, The caper ends with «diasion of what ‘ese dingy sugges abot the mst elves each and an sno ang in theca, A Glosuy provides quick reece fora umbet oft mye ew fc hae spec uchncl meanings isthe oar of ngage sc ‘euch Glomary wore re shown in snl pal lene weve hy fee {pp in th et. For rede who wold lito fd ut mae aso foe fare edi i nla a he en ofc chap, The [Biography provider fl erence information fr the sagged elings nda woes ate refered tee, ‘Wehve ww prea theinfrmavon na way tat doe not asume ha render te led fan with earch method thoes Second lingua lesming, Examples and. cae ste ineded throughout te book nile the seach des, Many of te eames, taken fom send language casonms We hv incladed ame of ‘pporunit for reas to pci some of he echnigies of bration {hd anlpis wed in che ramarch chat we vw in cio Before we begin eis probably sto some hae ied, hae mae fu ch we were ‘aught ot in's wy thar matches or het ad pecs about how we lea. Take a moment ove on your view shout how npg ae Iced and wha ou tink tate aout how thy sal ke tage. ‘The sarmesson te ollowing pas air mm popula view oe languge sing and esching Tak bout wth ys ape ov dpe vith xh opinion. Kep the satemen an your eno chet in Id you red sbour caren ech aod ery in scoad engage Tearing We wile otha opine in Chap Irarebucion Poplar opinions about language larnngand caching Intex ato wich youre wh cheung Xt ‘Sesperopsteponten chen bcan organ ice) Soo 1 Langage alee rug intaton, seoeysge LL TL crondy ingen 2 Pres vat comet younger when ey ak rane pecegogee 1 1 111 sronpyaingee 23 Pghimatiges people godtrggs ares secre 1 song gee 4 Tramoningrtnt prior fsa ecendangig spins song AL song deer 5 Thearler second langage sine neha pogareen he gt te itlieodefnecen rang erondreeee sony nee 1 Most mite at seconde errr rake ares ‘earring prongyapee LL LLL arpingee 17 Thebeaway ole cow vcbayrouph ed srongyapee LL LLL rng srongyagee LL LL arene 9 Onstacner oc e100 werd ané ba tr long ey one rte meomeraion wae a seondyaree 1 rong dng 10 Texrs shold pron rats one st in aden ‘oud pracce camplrt ah ca belar igs the sroniyapse LL 111 ser angeIrie 1 Tesh sold csp egg secre re compo one srongyapoe LL LL renee 12 era rr shoud arc on eae mae nore > srongyepee 1 LLL arenes 15 Tesrssold semen a eapoe sete tcn hese leap scare yaw sed bn ge sony sony dee 1M. \Wheneareresrealowed snare foreman oup aac heyeoy eachother mates. srongyagoe LL LLL arenes 15 Seder ac ree srongyapen [111 atrnideiree 16 Tear shoud respond eden ear y cme ean what ‘hehe any exe paerg utter seongyepee LL LLL rangers 17 Sade nie bth ngs nd eta cont or rg, ‘eee haan) satay meee whee ac es Seder necand ing srongyepee LL LL arenes LANGUAGE LEARNING IN EARLY CHILDHOOD awewce AcQUIsTION tone of de oe nprenive and Ging ‘speczofhumes development Wen with plesre tthe wounds ae bya tree montald tay. We ng nd ‘nse theconesnal be ‘bd balingof older babies, and we sharin the pede ad joy parent whose one-year-old har teed the fie eye de, ening Tings ering seen tnt hence creas ofingia nd pycologits fr gneraons How do cides acnmth hi? What ‘blr a calle nly to ln word, but to pt ther eget fe ‘Bening sesenct What pubes cuca wo goon deeopng comple ranma langage cin though thie ely spl emanation ‘zal fr mow purpore? Dees cl lingunge devo nly sound ‘Se word? How do lings cde squire mere han One angaage! In hi chp we wl look bil at some ofthe charac ofthe langugeof young eles, Weil hn consider ser chara ave een offre ar enlanaons for how lngge ie letod. There ao ‘ens ody of exch onc langsge.Athoogh mich each ba teen dein middlecat Noch Ameren se Exopen ae here ch bd of coins and roselare swell Researches Ivette lover tbe wd obscene cy Jergugedevdopmene ur purpou in hie caper to auch on a fo ‘a pons in hs research, print 2 repaain fr he dcuson of ‘teow Lncuacs sequen which tthe fois of his book. ‘The firs three years: Milestones and developmental sequences (One male hing show asr LawcoAor sution i he high Age snily he ey ng of le al ee el ‘cache dactbt nevtonuntas sequences rman spect of fae Inguagesoiston. The exe voir ae sip the venta egg ta bes do when thy ae hungry or nconierableLeng cingin xy cidond ‘Soom however, weer th coing nd gulag ounds of coated bai, Iping inthe bee loki = cating shapes and moveren aod ‘hem Ben though ey hve ile cone over the suds they ae in thse eal we of ie, infas se ble to ear very sable dillncee bemeen he sound of human ngage Inlet deed experiment Per Blas and his collages (1971) demonstrated hy babe a Ih te ifienc betwen and bo mpl: And yet ey be ‘any mone before ther wn vations babi) bagi oe the ‘races ofthe language ov nguage thy bea, By heen of hci yar mex babies undead ule ew Foguenty repeated word They wave when someone sys bye bye ay cap wes Sines Faecal hey age hury othe kitchen whence and Cookie are mensaned Ar wele mont, mos abe wl ae bep Predera word oro thar everyonercgaiae By the ge of eo, eet hides rely produce a lest fy diflerene words and ome produce ‘pany mare About thi ime, hey begin eo combine word in inp ‘eons ich Mma i ae fl do Thee tens ar ‘Sometimes ala ‘elegaphic because they eve ot such hingrar aes, Preponions and alr we We recogni them rece a fen thaugh FUNCrION WwonDs apd caannusvicat wombwEe are ting the word ore ef the word oder ofthe ngage they are ering ad besa he combined words ave among clon it ‘tas them more han uta of mode Th fra Ealh speaking ‘hil, Ki aby dae nor mean he sn thing "baby Rema, ‘neal se evidence, ren in thee ely sentence tht hide dng ‘Doren inpertayiieing what ey ave bee, Their vo and ee ord seater show sg tha they can rately combine word. Fr ‘ample ore ous may mean ‘Tanto go out pin: Depending fn the stuadon, ‘Day uel! might man ‘Day fll down! of Day ‘roped someting’ ot een ‘Dad, ple do that ny hing whe yo pretend 0 drop me off your bp Ar clildenprograsshugh the dicovery flange thi it tse ‘ess thee predic pasa inthe emergence and development of ‘ay etre the anguage thy zen Forsome ngage ace, thse pera ave been dsctibed in ems of development sequznee oF ‘age. To sme xe tee sage i gue acinar lied hile cogive dereopmest For cample ila door empad dere such tomorow’ ot we ntl they develop sme under ‘andingoime Inotercunsedevlopmentl iene co elt ‘he pada matey of eligi ements for xpresing ee ha have ben pre in hes cognitive undewsndng for 2 lng se. Br ‘sample chides can diving berwen singular and ul Yoo be ‘hy ella plu endings vo nouns Maren ele lara es Leauge erg aly ilo even morse and may no be comply under contol ul eho = Grammatical morphemes Tn de 196, se eee fc on how cen aie gram ‘al mares in Engl Onc of he a wn i ar ed ‘St by Roget Brown ol i oleagus and made: woncrt ony Seif ngage evdopnet of reheat Ada, ve and Sal hy urd ht fourteen gamma maps wee squid ns asap snr nice Tear a gO Brow 1973 Book, The lt bow (opted om hat bok) howe some of the topes they ade prene progres ig (Momny cunning) = Flo Twobeka Treg pat rs Baby md) tele pasta She walled) thin pon ings simple peer (he rin) li e(He coming) Brown and his colleagues found tht 2 eld who had maseed he tal mophenes the Lowom of elt waste tw haved those athe np, bute eee war notte Thi hte weno “evap eqn or order faeiaton Hloneer te den di otacgle the morpbome athe sme sg or rae Bread mance easly tlhe morpbemer before she wat wanda yess ls we Sr end ‘Adam well og ons when they were thee and halo oe, ‘Brow lopnin woe war confmed ina ckossecrionat my of ‘weneone cide, land Peer de Vice (1973) fad ht cen ‘tho erect wsed he morphemes hat Ada, Bend Sarah aque 1s ere aloe the ons tht Ada end aa ed eed cater The clden mastered the morphoner teres apes 92 ‘im Bean Sah had done, be the rer of cin ay ‘Sa Thy were iesn exch other asia Ada Even Sh, ‘Many byptiees tae ern danced to ela wy the game ‘morphea quien th ober de, Resch ave stud the ‘Roqueney wih winch the morphemes sci patent spec the cogatie complet of the meaningr epesented by each morphome, and the | “leaky of ecto pronouncing them I he nd thee az bees 30 Simple scisfctory explanation force sequence, and mos esearch gree |Langue ning in cn cidhond tha hordes eerily an itericon among umber of diet oor Tosupplemene he evidence we ave om spy olsen chen, seme cally daigned procedures have been deloped 0 farther pore ‘ld knoe of grimmatil morhemes- One ofthe Sand bet Lown he sale att developed by Jen Berk Glewon ia ce 1950 nha cle se shown evga cee th onel neropeopl performing mero eins. For example thy are ‘ol, Her sawag Now here areor fhm Thrace ot Here ‘saman who knows how tod Yoveday eid thee hing Yel, he By comping there senenes wih wo and bode, chen Aesonnente ta they now males theoemation of plu nimple ps {in Engh. By gensling hse paucns to woud hey ve never bad ‘lon they show tha th angage i oe a i of memored word touch a bookbook and dead? “The action of cher Inngiage fears sen shows bw chess language evap tema ad bow thy go beyod what hey fave ‘aedee cee new fernand tucuee Negation (hides een the Fucins of gation vey cacy: That hey lear 6 commento the dipper of bec fe sgpestion or jaan Sserton, een a th sngle word stage. Howey, 8 Los Blows (191) Tongan ser sbow een hough chron anderen hse uncon eps hem wih dg words Sd pues tks some ie bee ‘hey ca xpres thm in eters sg the appropriate words and word ‘rer The following sage n the development of nepeton ave bees ‘here nthe muir of Hog Siar og heyben chorea ‘te angges aswel (Wode 1981). Sige ‘Nepion ily expend by the worn her all alone or athe perlite "Na No cookie, Nocomb ic Sige Uerincs grow longer and the sentence abject maybe iacudd. The eg word pps juve hee Sentences expresing econo ‘patos oe on, Duddy no combhaie Den toac cat nugget clad Seage3 ‘The negare cements insred ino « more complex ete Childe may a fom ofthe nea other han ican words He sn tnd on’ Thee ences appeat follow he otc gl paern of ‘aching te neve tthe sey or madal er, However iden do cya the ome fr deen pon res Teast doic He dnt want Suge Chien begin wo auch che aege cement wo the coer fom of sola ve socharand be ‘add have super She dos want ren hough hilanguge pte ty now quite comple, they ay ill ‘ave ie with nme theres led ong dost haven more adi, Questions “Thechllng flexing comple ngage emia llnrin the drkpmenel saps heh ic cen goon Thee i 4 readable ensinency inthe wey cides ke 1 coining Rone hinge predicate ori hi {Cicero 1991 Wh geal wb gon wordobe wel Kiso apr of Cron Wina” die ‘ime before he ch lars hat she eons fe fo, ck Sisal Whoco "When and who emerge very son. entifing and Icing pope and cobjeco ae witha the cds undertandng ofthe world. Furthermore, dale end eo ack ile ju these psf ueiont nthe ely dae ok Engage ning fr example, "Wheres Mommy? or Wha tha” "Wy emerge sound the end of the scond ya apd ome forte forthe tex yer of te Chrensum a0 ask an ender narber of questions begining wih why having diced ow elle tise ston pe aalirn engage in convention, for example, "Why ht has Tete ‘Bly, when the child ue «bese wndenanding of manner and dine, “how n'whet ene. In contaseo Wha where ad whe! qucions, chien sometine akc che more copay aif why, Whe’ and “how quetons without lms andetanding he newer they gt the (Gling convention wid fouryearold ey howe