Second Language Learning Theories is a clear and concise overview of the field of second language acquisition (SLA) theories. Written by a team of leading academics working in different SLA specialisms, this book provides expert analysis of the main theories from multiple perspectives to offer a broad and balanced introduction to the topic. The book covers all the main theoretical perspectives currently active in the SLA field and sets them in a broader perspective per chapter, e.g. linguistic, cognitive or sociolinguistic. Each chapter examines how various theories view language, the learner, and the acquisition process. Summaries of key studies and examples of data relating to a variety of languages illustrate the different theoretical perspectives. Each chapter concludes with an evaluative summary of the theories discussed. This third edition has been thoroughly updated to reflect the very latest research in the field of SLA. Key features include: a fully re-worked chapter on cognitive models of language and language learning a new chapter on information processing, including the roles of different types of memory and knowledge in language learning the addition of a glossary of key linguistic terms to help the non-specialist a new timeline of second language learning theory development This third edition takes account of the significant developments that have taken place in the field in recent years. Highly active domains in which theoretical and methodological advances have been made are treated in more depth to ensure that this new edition of Second Language Learning Theories remains as fresh and relevant as ever.

迷惘于繁多的语言学术语?纠结于不知道看哪本语言学的着作?论着期刊多如牛毛，思路混乱，头脑发麻，欲登堂而不知门径?研究选题毫无头绪?来瞧瞧这本书吧，帮你理清思路，一起来讨论语言的基本理论与现实问题：语言从哪里来，将来会怎样，我们的汉语为什么和英语不同，为什么要学英语，为什么要使用汉语拼音，为什么汉语里同音字特别多，为什么会有那么多种汉字的字体，为什么要用计算机研究语言，修辞手法能不能计算，为什么语言研究那么难，为什么语言研究有那么多禁区，为什么语言信息产业如此红火…… 本书在语言大数据和人工智能的知识体系下，将语言学和汉语的基本问题，用对话的形式来讨论，步步推进，深入浅出地揭示语言的神奇与奥妙。对语言学、现代汉语、词汇语义学、计算语言学等方向的科研人员、本科生、研究生具有较高参考价值。

This is a comprehensive handbook for teachers wishing to develop and explore their teaching. It involves teachers in their own professional development and aims to develop insights into issues, problems, and possibilities in ELT methodology. It is also useful as a general reference for the classroom teacher. Each chapter is illustrated with examples from course materials and includes follow-up activities and recommended reading.