How Languages are Learned 4th edition. Nina Spada

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      First published in 2013

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      ISBN: 978 0 19 454126 8

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      ACKNOWLEDGEMENTS

      The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.17 Extract from Language Development and Language Disorders by Lois Bloom and Margaret Lahey (1978). Macmillan Publishers; p.47 Figure from ‘Some issues relating to the Monitor Model’ by Stephen Krashen, On TESOL (1977). Reprinted by permission of TESOL International Association; p.49 Extract from ‘Constructing an acquisition-based procedure for second language assessment’ by Manfred Pienemann, Malcolm Johnston, and Geoff Brindley in Studies in Second Language Acquisition, Volume 10/2, pp.217–43 (1988). Reproduced by permission of Cambridge University Press; p. 53 Extract from ‘Speeding up acquisition of his/her: Explicit L1/L2 contracts help’ in Second Language Acquisition and the Younger Learner: Child’s Play? by Joanna White (2008) pp.193–228. With kind permission of John Benjamins Publishing Company, Amsterdam/Philadelphia; p.54 Extract from ‘Second language instruction does make a difference’ by Catherine Doughty in Studies in Second Language Acquisition, Volume 13/4, pp.431–69 (1991). Reproduced by permission of Cambridge University Press; p. 136 Reprinted from International Journal of Educational Research, Volume 37 by Merrill Swain and Sharon Lapkin ‘Talking it through: two French immersion learners’ response to reformulations’ pp.285–304 (2002) with permission from Elsevier; p.139 Extract from ‘Corrective feedback and learner uptake’ by Roy Lyster and Leila Ranta in Studies in Second Language Acquisition, Volume 19/1 pp.37–66 (1997). Reproduced by permission of Cambridge University Press.

      Cartoons by: Sophie Grillet © Oxford University Press 1993, 2005, and 2012.

      To the teachers and students from whom we have learned so much