LANGUAGE LEARNING: 7 POPULAR IDEAS ABOUT FACTS AND OPINIONS Ipleeacin vyenanntamo reopis wchor gupta esedgomeeehovonsghyo. ‘percep: Nw rbot ay ‘Eich noc cuedr het Hincyou cng tnd se eter of nnn poo ve erebt ees tara bay eles ‘reoatlOndyonetaymmrbrtubc ey ebinc Ficdiemoninde peng ope “oem hnroinin a roerch herons gn Eppa ag 1 Languages are learned mainly through imitation 2 ad pr fr be a ngs ad Jy ugh ita Fron gs pte oy ord ‘ens they corre Thos lo ‘Sele dndpngundernning tho he gue wr ‘Thien i hh de nce selena aw ne down bt ee pce i ‘eaodlngugeleener tay Taecnb inin so Tera ‘Ret ape hin ngy? 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What eeu ee hn co den on ‘etn cece ac arr oan aca he ad ‘re the pana te ton, ee) of ee ging Foren ce spss Beall es ‘geri nila plies ogi fs andpinios 163 Tec al paar ee Wikia le clin dala cn sg po de ngs wet 2 iced, ees Sion ek sal ies ond ng Ion may pra in wing ean 3 People with bigh 1asare good language learners ind fing hn ae cer {Geenmple pons nieve tne eitege popes ors ay donc rse Per ‘rd lige lating sng at corms he epg ‘cps dnegh ct pan we pe oa ee ‘in hr lens witha wise ny ef micheal lic ‘wags fare Ths» peal te le whch ‘Sovdarcanlconmunasn sls ds gulp 4 The moss importane factor in second language acquisition success is motiation ‘Benoni nho wean ne doa hi ene Soci ccna fread lane enous ein in impinge mary Slinguge Welows,orcanpe tenes huteilecuingsondlgpes airy ened ‘esa hace donor agugition Throne tute ke ly noob esc sh a eo ne Scsrecenment in ep toe Sr ih mae ead leggelaee her ae ae ho ae tereucsflan th Theszancisn dr wdilorce a nee eng spied how se insanity hd Ine aru pce aig Cl ee inten oon aon ‘ets ean arom Se tnd ete al of hic ae soe tt ssilocmdad tes eres ingge Teese ‘ay drach canine nen! mottos sy ming Se ‘Eons + spon emtonmee in whch set esi ‘eed vik spp rope saan [eens and moringath nh nencanxperione sens ‘Thain an conte pose moto, eig wl gret164 Pn ageing fi ed opinins 5 Theeariera second language is introduced inschool programs, the greaer the likelibood of secess in learning ‘Thedsen shunner fig ingmriron ‘pen en hsbc he ngage png use ‘soe a bese When Bj aie pire ing et pt och ney sng i ‘oso beg td angen oan olay ‘acu fomaute aor Hess, in ch ih ea le gd it ranean eae nents gag men th chen ave San yb brag ws cee ar les oe ings bra propa ong eps of Scns ganged ene ‘hedenpneaeny ssn be bon hanno je che hosing in slimgeg yaad kw le ox ‘Safe tee lacr mec then ard ‘Sete wars pentane drag ‘Clay na le, he no oppor ve Ei ey ‘hong cs ungae Theae eee nl my ‘ei stpeil esol fre oneal apa ‘Rote lng they ee dtr we ego andes pia cin des np et ‘ieigand. een tes tien ers chccwe ite wander segue asd a cinta grief cid gana hei Ibe al fini ch nt atta perma al io thesia dent Whe el of lao opus sb cma dl fal ae and wee de ‘rongcoisnen mannered y iF be moe ste oh col gage einer Oe ‘ble cumple 1 yur) wesley ucla pa iat again nd opinions ‘ete ml yin figs ‘evbowsecfinecian Tiss apeiy eur es a Suiits sped norco te ew eae A ‘boa progr tnd betedonasesramstie gh Samed Ocromtenseaomsgene a winapi earned lng spe, Th Ee ena saa hy ab “Stir dmemgmes oa eye 6 Most ofthe misakeswbih second language leaner mae are dco inefonee om thir first language ‘ep en a Fieenertou onef which secretion of epee For a tigi dpe oes esp ik ate et eRe Y ar ela ce be mara oe nee ap wd es ‘go stage the ns a HES vent Gtgeelone ‘Tho eros at a ron ncn hr can gue igi in proces pti ead ens word lana ‘rugs Rea ara weap end agg Steinem he Ee ingg il oncom be cae ie ot ‘remo ey hans pesca nh hrc cn oi nin teats sre To uy wy pote 7 Teachers should present grammatical rules one at «atime, and learners should practise examples of ‘ech one before going onto another ugly nosing carne. Ler ay saratoga ha ma at ‘in oda omataagid proce rely opine 1s166 paride han egg ain fi ao, sp Tea cacy ay shane inp ‘S2rmaion rite wheal ye a de Re ‘Sinplafiswcelibewer emer bahar ened pte fa ‘et emoreau inne ps {Sheriinghehpsne he p ing en dpa ge |Strewbasbetmaa theecopnr tad pte eg (eee encore pin Tepe thee oe ‘Stn esr re being neu eo ig, Sel aig excep Son: sme el prac tacking eben ®emondlngage dementia bene eon “fink ks aap ee cfr ie ene eae ti lie mig oe he et tie Thole penton and pctsafos retained ‘expire witnanopornty oder dicen ge Ferre conqrndcantat coma 8 Teaches soul ac simple onguage src before complec one Acc he a orga pomp ae, Smee SSSR Tee ent ee a Steettc crea. SSOUICRA pinta ie neal cece ‘cemented fu elagoeern Scere eee tn tpn epg amr nd. wel oe cnn Sere npn at Se iatescee anit Spe Sema ant See Smee aoe als “Teheran ome gsi emt Inthe pecothreenen even aecpprnye {nh thn thr det sane eo Ths ‘tot nec dirocongerne tame Arwen hep lpm 1-2 hsp 13 ce our ee ma ‘Soin Gude ath aetna el ea Pyne bea eng ring fn npn 9 Learners errors should be corrected as toon a oman ener pe oration Fares . ‘Broo aca nea paflngg karsing Thine dengan ch ew tngngeses ced ingen end ‘i. The vote pc of lee ep agg Suen shone ane oneness eee ‘yn topped fs kapge ed igo: ‘When cme eis opi when at sh yao ‘inns ins ds ut singe bn bee aeton ‘hkdbsnoreen eel cepa sop cet fa ‘macninmaiayorcomsenly Itherritbslons deepened Peter he cman ay cn tl aa ety ‘pera cmny epe “Texbelnesropenshieblparnendsise a iin (Sotuwes ne ser oa wet eouee ed echo ‘pie iy reer Fda on lind nila acring ote ec ect {nen Chien edad wih cdoas ich gug ll at ety fen opi mesons ‘hiv sen ho re enact eft rsa ‘Splantnvel gets Ime sri teretn nomen Sse clraencrninoy temo ‘leben. earenieeh wht ne oh pesca an can TY moc ‘ore dc dow acs which ate so ed Ur empl ims dave eck es ge xr oF alr te mf cee postr Leet ‘op aati coon enor he ei fe med of ‘Sling san” cough ncfoir sere nfiieeon henswshmtine i eeemel Sanyo ‘lingo you casa beneyr ies so ng rg fa en 10 Teachers should use materials that expose students only 0 language structures which they have already been taught Sua cee cn pve compen pce ba—gens sansa tape depncpeanegacay Sch ecb lied uy ve ‘ola Thn rg cna wad Inne mae hs ch casa a or nothig msi tow ye eal ee ‘anes: Ther il ulna be ten ae ‘rnc lengd Suenos ote ‘hil iy evenly sng pepe riggs th com They do wh the ches pn an Independent Resrcingradenets--sep gu ng ‘retin pends When psalm inch tsi when heer ‘cetera tapen cpm ‘th hn oe Bor ole cr deck tsa sly or cen ploy We hd omen te Fe wo sce seqate Elk susie Som coal ae ‘Smaart ad wat dy hts ane 11 When learners are allowed to interact freely (for example, in group or pair activities), they learn each other? mistakes ‘Tica ec hare ul ag anes wong pep nonepsee png penne {Ge wo than ty ewer ca nr eaheteme de Some ‘Sig the ah ab how alec do aay ‘Se ren ther spec we aig mc ur ec senha dn pong mens mo anor ‘Crates Tires om weet rats teh nner pve ch eh nth inno ch nl lp ‘onsen Some insane ean edt och ‘ay tar ae eggdeng, ‘8a cond gang ty ht wy te Incr Iogpen areca pinel lca ahve, sat coretagag oh eng ce Pride bag lain candi 169 ine waiahnbe addin oe rsiny ice nikon snd promo tond luge deopesne Ved incon itv wondered es ga ‘cme ingage ecg 12 Student learn what they are taught Cau snd ingen cine en dihgugethae cp ‘= Butt scribe urease ny ce aght sha hy tnt bon oly hey ne og Se eng ‘ua phen hcp ncn tyne reel Iimb fnok an ence sp es hen he lpg ching Id pois such er henge np hth easing © Stn ce nd ncaa eye mand enero cel eee omer (ey am erin guage ee hen ye Sonal ‘ead Th semper tte np flange weet frente ecreneapeatdcpnen wi wa bese erases were for wba canbe eet ‘ayn slogans neoppriy olen (8 aching mebods at mpropene Be les apes ‘eninge, oy ah hs he nn ces felt nea cw teem Thy wie en ‘eal ngs cer mano eer eed "lonhipwhchendrilangugy whole Sens iis ‘sry ender ee ya Conclusion Konig orem ce gue io eu wl tou wintndaiyornenon omc mong Weep howe a Teatnponded you wt ions waemseepyou cor, Jour operon exhing Wehope in ain hth ian ll ‘cotibecos br andteniog vou mols ether ‘Selous kpanic Auweharesen ngage ingle by nay ty, Among se ‘teh peal dancer eas ince tenga, operant for merci wh pee te saps tngtg en acn coro sn mcd con cae ‘hrc do nate Sn eel etn, Ho atepe ie aga ing fe and pi sndonaningf te il ent edhe dea mish af ‘hecne then ohne one pcasfechingand ngs ‘nd ing GLOSSARY ‘Weta inca in th omy nh et ick ae x pil ene meaning in mand age acum res td cod ii hei acts mm ‘Som Aearay nhac indole wr rei deo oly ‘loundinacloony ramp nooo mpl. sneer Thera pina acinar ngs Feu las eee wet gly nm ng Fovesie me carried nacre Lieniaeer ny Amro Si Lang (ASE The ol gig by ay Non ‘Aan fea thine whe prs sane ‘Sihcompln of aca ts eh vce il ope eg ‘Moto bdr inl pal Aad cig bed we ie bor ‘Sof han sn on scrape ‘phe tin hohe emai ‘pon of gangs en ols Com ah oe sd em ‘Seoul mg IetsnrineA pogo lening wher tal cna ‘ele douaphccaahmcn aie henge ‘hen ened pelea hay ar esi “anes poy noe doing tb rma ‘Ging ecu sh aed Te agg which ce ae ode ‘erst ep sgh dani baled wad [Soh slower pet owe repo an = ae mane oF lan shat tol ein the famofa gdh sin ‘feerolpedcmizc angi macaetehgand ngs in may Tt meen een cin ndAbeba ri ek for ange Teachers “aching Ege Owe ha ion ‘Sindee kay Tog Ameo Eg Pornaon “Terhing Bains ‘Mot Ed ra (Gonmanaoninthe Ling Chsnn Topi ‘pling Ea ean Goeite sine sion “ete How Languages are Learned Second edition Patsy M. Lightbown and Nina Spada OXFORDfateh ee poke aime a Ee Sear die hmrstetraee mace see iene poop see ‘Ribak clin adn idea lcd soy epee eae apc nial pe le ot fete rlndns tucson ae mn ey ep “Trond Oxted ety Pes ning rg “Tothe teachers and students fom whom ‘ve hae lesined so much