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Children --- English language --- Language development in children --- Interpersonal communication in children --- Language and languages --- Language. --- Syntax. --- Vocabulary --- #KVHB:Taalontwikkeling --- Germanic languages

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Multilingualism --- Language acquisition. --- Multilinguisme --- Langage --- Acquisition --- Language acquisition --- Research --- Methodology --- Plurilingualism --- Polyglottism --- Language and languages --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Methodology. --- Research&delete& --- Multilingualism - Research - Methodology

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Language acquisition. --- Czech language --- Children --- Language development in children --- Interpersonal communication in children --- Language and languages --- Bohemian language --- Slavic languages, Western --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Psycholinguistics, Developmental --- Psycholinguistics --- Acquisition. --- Language. --- Vocabulary --- Acquisition

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Now in its 4th edition, How Languages are Learned is highly valued for the way it relates language acquisition theory to classroom teaching and learning and draws practical implications from the research for the language classroom. How Languages are Learned is widely-used as a reference book on teacher training courses, and for new and experienced practicing teachers. This prize-winning, readable introduction to research in language acquisition is recommended reading for second language teachers worldwide. Unlike many introductions to the field of language acquisition research, How Languages are Learned does not assume that you are already familiar with research methods or theories. Its clear, readable style and absence of unnecessary technical jargon has helped to make it a standard text for trainee teachers throughout the world. There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. The new Activities feature provides opportunities for you to think through the research being discussed. Each chapter ends with Questions for Reflection which draw on your experiences of language learning and teaching and your critical thinking skills to revise the chapter content. Reference to language acquisition research has been updated throughout the chapters and suggestions for further reading. Features include: Relates theories of first and second language acquisition to what actually goes on in the classroom; Uses activities throughout to explore the practical implications of the ideas presented; New updated content gives teachers information about recent research on L2 learning; New Activities and Questions for Reflection personalize content and support critical thinking; New Extra Activities, Study Questions, and videos available online at www.oup.com/elt/teacher/hlal - Publisher.

Psycholinguistics --- Didactics of languages --- Langues --- Langue maternelle et langue seconde (enseignement des langues) --- Second language acquisition --- Language and languages --- Etude et enseignement --- Study and teaching --- Language acquisition --- Language transfer (Language learning) --- Interlanguage (Language learning) --- Language --- Language Development --- Multilingualism --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Second language learning --- Bilingualism --- Development, Language --- Developments, Language --- Language Developments --- Languages --- Languages, Mixed --- Transfer, Language (Language learning) --- Acquisition --- Étude et enseignement. --- Dialect --- Dialects --- Language Acquisition --- Acquisition, Language --- Étude et enseignement

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Shortlisted for the Christopher Brumfit Award in Applied Linguistics.The Development of the Grammatical System in Early Second Language Acquisition focuses on the acquisition process of early L2 learners. It is based on the following key hypothesis: the initial mental grammatical system of L2 learners is constrained semantically, syntactically and mnemonically. This hypothesis is formalised as the Multiple Constraints Hypothesis. The empirical test of the Multiple Constraints Hypothesis is based on a large database including cross-sectional and longitudinal da

Second language acquisition --- Language arts (Early childhood) --- Bilingualism in children --- Children --- Study and teaching --- Language --- Bilingualism in children. --- Study and teaching. --- Language. --- Language arts (Early childhood). --- Second language acquisition - Study and teaching --- Children - Language --- Language arts --- Second language acquisition Study and teaching --- Language development in children --- Interpersonal communication in children --- Language and languages --- Study and teaching (Early childhood) --- Vocabulary