2003 Paperback Fair Noticeable wear, but still very usable. Interior is free from markings. Moderate damp-staining along the top page edges, but visual defect only (no ...stickiness, scent, etc. ) SHIPS W/IN 24 HOURS! Processed by DHL with USPS delivery for an average of 3-5 Day Standard Shipping & 2-3 Day Expedited Shipping! ! FREE INSURANCE! Fast & Personal Support! Careful Packaging. No Hassle, Full Refund Return Policy!Read moreShow Less
Very Good VG-Book is in very good overall condition. Dust jacket, if applicable, is intact, with no nicks or tears. Spine has no signs of creasing. Pages are clean and notes or ...folds are very limited.Read moreShow Less
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To those familiar with the field of linguistics and second-language acquisition, Stephen Krashen needs no introduction. He has published well over 300 books and articles and has been invited to deliver more than 300 lectures at universities throughout the United States and abroad. His widely known theory of second-language acquisition has had a huge impact on all areas of second-language research and teaching since the 1970s. This book amounts to a summary and assessment by Krashen of much of his work thus far, as well as a compilation of his thoughts about the future.
Here, readers can follow Krashen as he
reviews the fundamentals of second-language acquisition theory
presents some of the original research supporting the theory and more recent studies
offers counterarguments to criticisms
explores new areas that have promise for progress in both theory and application.
An invaluable resource on the results of Krashen's many years of research and application, this book covers a wide range of topics: from the role of the input/comprehension hypothesis (and its current rival-the comprehensible output hypothesis), the still-very-good idea of free voluntary reading, and current issues and controversies about teaching grammar, to considerations of how it is we grow intellectually, or how we "get smart."
Stephen Krashen is Emeritus Professor of Education at the University of Southern California. He is best known for his work in establishing a general theory of second language acquisition, as the cofounder of the Natural Approach, and as the inventor of sheltered subject matter teaching. He is the author of numerous books, including Three Arguments Against Whole Language and Why They Are Wrong (1999), Every Person a Reader: An Alternative to the California Task Force Report on Reading (1997), and Under Attack: The Case Against Bilingual Education (1997), all available from Heinemann.