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    How Languages Are Learned

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    luz
    This document provides a review of the book "How Languages are Learned" by Patsy Lightbown and Nina Spada. The reviewer summarizes the book's content which is divided into three parts. The first part discusses first language acquisition theories. The second part covers SLA theories, learner differences, developing learner language, and learning contexts. The third part examines different language teaching methods. The reviewer praises the book's focus on instructed SLA but notes a lack of qualitative studies when evaluating teaching method effectiveness.

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    How Languages Are Learned

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    luz
    82 views5 pages
    This document provides a review of the book "How Languages are Learned" by Patsy Lightbown and Nina Spada. The reviewer summarizes the book's content which is divided into three parts. The first part discusses first language acquisition theories. The second part covers SLA theories, learner differences, developing learner language, and learning contexts. The third part examines different language teaching methods. The reviewer praises the book's focus on instructed SLA but notes a lack of qualitative studies when evaluating teaching method effectiveness.

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    How Languages are Learned

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    This document provides a review of the book "How Languages are Learned" by Patsy Lightbown and Nina Spada. The reviewer summarizes the book's content which is divided into three parts. The first part discusses first language acquisition theories. The second part covers SLA theories, learner differences, developing learner language, and learning contexts. The third part examines different language teaching methods. The reviewer praises the book's focus on instructed SLA but notes a lack of qualitative studies when evaluating teaching method effectiveness.

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    © All Rights Reserved
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    Download as pdf or txt
    82 views5 pages

    How Languages Are Learned

    Uploaded by

    luz
    This document provides a review of the book "How Languages are Learned" by Patsy Lightbown and Nina Spada. The reviewer summarizes the book's content which is divided into three parts. The first part discusses first language acquisition theories. The second part covers SLA theories, learner differences, developing learner language, and learning contexts. The third part examines different language teaching methods. The reviewer praises the book's focus on instructed SLA but notes a lack of qualitative studies when evaluating teaching method effectiveness.

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    At a glance
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    The book provides a comprehensive overview of factors that influence second language acquisition processes and outcomes and how these factors can vary based on the language learning context. It also evaluates theories of SLA and presents research on different teaching methods.

    The three perspectives discussed are the behaviorist, innatist, and interactional/developmental perspectives.

    Factors discussed that influence SLA include individual learner differences, the age of acquisition, and characteristics of language learning contexts.

    UCLA

    Issues in Applied Linguistics

    Title
    How Languages are Learned

    Permalink
    https://escholarship.org/uc/item/95n3d84b

    Journal
    Issues in Applied Linguistics, 15(2)

    ISSN
    1050-4273

    Author
    So, Youngsoon

    Publication Date
    2007

    Peer reviewed

    eScholarship.org Powered by the California Digital Library


    University of California
    How Languages are Learned (3rd ed.) by Patsy M. Lightbown and Nina Spada.
    2[IRUG2[IRUG8QLYHUVLW\3UHVV[YLLLSS

    Reviewed by Youngsoon So
    8QLYHUVLW\RI&DOLIRUQLD/RV$QJHOHV

    In the introduction to a collection of articles on second language acquisition


    6/$ 'RXJKW\DQG/RQJ  SRLQWHGRXWWKDW´VHFRQGODQJXDJHDFTXLVLWLRQ²
    naturalistic, instructed, or both – has long been a common activity for a majority
    of the human species and is becoming ever more vital as second languages them-
    VHOYHVLQFUHDVHLQLPSRUWDQFHµ S Considering the diversity of SLA contexts
    and different factors/variables involved in these contexts, a single teaching method
    is unlikely to guarantee the best results. Therefore, language teachers need to be
    ÁH[LEOHHQRXJKWRDGRSWDQGRUDGDSWGLIIHUHQWWHDFKLQJPHWKRGV according to the
    demands of their immediate teaching context. In this respect, Patsy Lightbown
    and Nina Spada’s How Languages are Learned is a good resource for all language
    teachers, those in SLA in particular, in that it provides a comprehensive overview
    of what factors have been proven, disproven, or still left unproven to LQÁXHQFH
    SLA processes and outcomes and how variable the effects of different factors can
    be in each language learning/teaching context.
    Although not segmented in this way by the authors, the book can be divided
    LQWRWKUHHSDUWVQRWLQFOXGLQJDVHSDUDWHLQWURGXFWLRQDQGFRQFOXVLRQ &KDSWHU 
    The introduction serves as a general guideline to provide readers with an overview
    of the topics to be discussed in later chapters. The authors also provide an informal
    survey asking the readers’ beliefs about a range of SLA processes and outcomes,
    issues the authors ask readers to keep considering while reading the rest of the
    book. In the closing chapter&KDSWHUWKH\UHYLVLWWKHVXUYH\DQGVXPPDUL]HWKHLU
    positions by elaborating each survey point. This circular format is a good way to
    help readers actively relate their own thoughts and experience to the reading and
    see whether there is any difference between their thoughts and the opinions sup-
    ported by literature.
    7KH ÀUVW SDUW &KDSWHU  GLVFXVVHV WKH VWDJHV RI ÀUVW ODQJXDJH develop-
    GHYHORS
    ment 8QGHUVWDQGLQJ WKH SURFHVVHV DQG VWDJHV RI ÀUVW ODQJXDJH acquisition has
    been thought to be the foundation on which SLA processes can be explained, if
    VLPLODULWLHVDQGGLIIHUHQFHVRIÀUVWDQGVHFRQGODQJXDJHacquisition are taken into
    account. As such, the authors begin with a chapter outlining and evaluating three
    SHUVSHFWLYHVRIÀUVWODQJXDJHDFTXLVLWLRQWKHbehaviorist, innatist, and interactional/
    developmental perspectives. $WWKHHQGRIWKHÀUVWFKDSWHUWKH authors argue for
    childhood bilingualism.
    The second part consists of four chapters (Chapters 2-5) dealing with different
    aspects of SLA: SLA theories (Chapter 2), individual learner differences in SLA

    ,VVXHVLQ$SSOLHG/LQJXLVWLFV     ,661
    ‹5HJHQWVRIWKH8QLYHUVLW\RI&DOLIRUQLD 9RO1R
    So

    &KDSWHU WKHFKDUDFWHULVWLFVRIVHFRQGODQJXDJHOHDUQHUV·GHYHORSLQJODQJXDJH
    &KDSWHU DQGWKHHIIHFWs of language learning contexts on SLA (Chapter 6).
    Even though all four chapters are important in understanding SLA as a quite intri-
    cate process, Chapter 2 is of particular importance in that it provides a foundation
    for better understanding different but related aspects of SLA, which become the
    topics of the next three chapters &KDSWHUV Additionally, the updates from
    WKHSUHYLRXVHGLWLRQ /LJKWERZQ 6SDGD DUHSDUWLFXODUO\QRWHZRUWK\LQ
    Chapter 2 including more useful discussion on psychological and sociocultural
    perspectives of SLA.
    In discussing the four perspectives – the behaviorist, innatist, psychological,
    and sociocultural perspectives – proposed to explain SLA, the authors highlight
    WKDW6/$LVDFRPSOH[SKHQRPHQRQGLIÀFXOWWRDFFRXQWIRUE\DVLQJOHSHUVSHFWLYH
    The complexity of SLA explains why even researchers sharing a general perspec-
    tive have differing opinions. That is, it is understandable for researchers to have
    proposed different perspectives to explain SLA, depending on which aspect(s)
    they believe most important to successful language learning. In addition, the
    complex nature of SLA is also related to why SLA studies have found mixed or
    inconclusive results about the effects of individual learner variables on SLA, the
    topic of the next chapter.
    ,Q&KDSWHU´,QGLYLGXDOGLIIHUHQFHVLQVHFRQGODQJXDJHOHDUQLQJµWKHDX-
    thors summarize the mixed results of research focusing on the effects of learner
    variables such as personality. The interaction among individual variables and the
    interaction between individual and contextual variables is suggested as an explana-
    tion for the inconclusive results. In other words, a variable’s interaction with other
    FRQWH[WXDODQGLQGLYLGXDOYDULDEOHVPDNHVLWYHU\GLIÀFXOWRUXQUHDOLVWLFWRVHSDUDWH
    out its ‘independent’ effect on SLA. At this point, a reader may question whether
    it is worthwhile to strive for ‘one’ general SLA theory, despite variable effects of
    LQGLYLGXDOYDULDEOHVLQGLIIHUHQWFRQWH[WV7KHQH[WFKDSWHU&KDSWHUDGGUHVVHV
    such skepticism by stressing the ‘commonality’ of SLA processes.
    Reviewing studies on the development of second language knowledge and
    the ability to use the knowledge, the authors underscore that learner language has
    been found to develop following a similar sequence, regardless of native language
    or learning context, especially at the earlier stage of development. This common
    pattern, although surprising considering the numerous variables discussed in
    &KDSWHUVDQGPLJKWEHWKHPDLQLPSHWXVIRU6/$UHVHDUFKHUVWRNHHSVHDUFK-
    ing for one satisfactory SLA theory. I would like to point out, however, that this
    common pattern is primarily reported in studies focusing on morpho-syntax. To
    ÀOOWKLVUHVHDUFKJDSUHVHDUFKHUVKDYHVWDUWHGORRNLQJDWUHODWLYHO\OHVVUHVHDUFKHG
    DUHDV7KLVLPSRUWDQWVKLIWLQWKHÀHOGLVUHÁHFWHGLQWKHQHZHGLWLRQRIHow Lan-
    guages are Learned which has added a section on the development of vocabulary,
    pragmatics, and phonology.
    &KDSWHU  DGGUHVVHV WKH LVVXH RI OHDUQLQJ FRQWH[W IRFXVLQJ ÀUVW RQ WKH
    similarities and differences between learning in natural and instructional settings,
    Book Review 

    and then on the research methods used to study language classrooms. Although
    noting that the term ‘instructional setting’ is problematic because it can conceal non-
    negligible differences across classrooms, as argued by Watson-Gegeo and Nielson
     WKHDXWKRUVQHYHUWKHOHVVDGRSWWKHWHUP7KH\VXJJHVWWKDWLQYHVWLJDWLQJWKH
    differences across classrooms is needed to avoid a misleadingly simplistic interpre-
    tation of the term, and they note two ways in which a classroom can be examined: by
    using an observation scheme or by ethnographic observation. The main difference
    between the two approaches is whether an observer starts a study with or without
    a ‘predetermined’ set of observation points. Whichever method is chosen to study
    the language classroom, the bottom line is the assumption that instruction plays a
    ‘certain’ role in SLA, which naturally leads to the last part of the book.
    In the last part of the book, Chapter 6, the authors present six second language
    teaching methods/approaches along with empirical studies researching the effec-
    tiveness of each method. The reader is guided to critically evaluate the strengths
    and weaknesses of each teaching method by following the three steps the authors
    take in their discussion: an explanation of the characteristics of a teaching method,
    presentation of selected empirical studies examining its effectiveness, and inter-
    pretation of these studies. Through these three steps, a reader can develop critical
    eyes for reading literature in SLA and evaluate its implications for her own teaching
    context. In short, this chapter succeeds in helping the reader build an evaluative
    position in determining the applicability/adaptability of each teaching method to
    her own teaching and therefore how likely it would be for her and her students to
    gain outcomes similar to those reported in the study.
    One strength of this book is its focus on instructed SLA, as seen in the al-
    location of space to classroom language teaching (Chapters 5 and 6). Given that
    language teachers will be the major audience of the book and many SLA contexts
    LQYROYHVRPHIRUPRILQVWUXFWLRQLWLVDSSURSULDWHWKDWWKLVUHVRXUFHVXIÀFLHQWO\
    emphasize instruction. A weakness, however, is the lack of qualitative studies used
    to examine the effectiveness of teaching methods in Chapter 6. As the authors point
    RXW S WKHLUGLVFXVVLRQLVPDLQO\IRFXVHGRQH[SHULPHQWDOVWXGLHVKRZHYHU
    WKHUHDUHPDQ\FRPSOH[LWLHVLQ6/$ DVVKRZQLQ&KDSWHUVDQG WKDWDUHGLI-
    ÀFXOWWRWKRURXJKO\LQYHVWLJDWHE\H[SHULPHQWDODSSURDFKHVDORQH7KHUHIRUHD
    more balanced discussion of experimental/quantitative and qualitative studies
    ZRXOGEHEHQHÀFLDO
    Overall, I found this book useful for readers with different purposes and
    various levels of teaching experience and background knowledge in SLA. For
    readers with relatively little teaching experience and background, it is a solid in-
    troduction to SLA theories and teaching methods. For more experienced teachers
    and researchers, this book contains valuable updates of the current studies and
    discussions in SLA. It may also serve as a useful reminder about which areas are
    being currently debated and are therefore in need of further research. To this end,
    ´6RXUFHVDQGVXJJHVWLRQVIRUIXUWKHUUHDGLQJµSURYLGHGDWWKHHQGRIHDFKFKDSWHU
    will be a good supplement.
    So

    REFERENCES

    'RXJKW\&- /RQJ0.  7KHVFRSHRILQTXLU\DQGJRDOVRI6/$,Q&-


    Doughty & H. M. Long (Eds.), 7KHKDQGERRNRIVHFRQGODQJXDJHDFTXLVLWLRQ (pp.
     0DOGHQ0$%ODFNZHOOSXEOLVKLQJ
    /LJKWERZQ30 6SDGD1  How languages are learned (2nd ed.  Oxford:
    Oxford University Press.
    :DWVRQ*HJHR.$ 1LHOVHQ6  Language socialization in SLA. In C. J.
    Doughty & H. M. Long (Eds.), 7KHKDQGERRNRIVHFRQGODQJXDJHDFTXLVLWLRQ (pp.
     0DOGHQ0$%ODFNZHOOSXEOLVKLQJ

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