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Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Condition: Fair. Acceptable condition. A readable, intact copy that may have noticeable tears and wear to the spine. All pages of text are present, but they may include extensive notes and highlighting or be heavily stained. Includes reading copy only books.
Published by Georgetown University Press, United States, Washington, DC, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Paperback. Condition: Very Good. Bridging the gap between theoretical linguistics and language teaching, Judith R. Strozer explores what recent theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program. Strozer outlines clearly, in nontechnical language, the major concepts of modern language theory, from Chomsky's theory of language through the most recent discoveries about the abstract foundations of language. She explains ideas about the evolution of a cognitive structure for language in the human brain, a language faculty or Universal Grammar that gives humans alone the creative ability to generate the infinite expressions of language. This innate universal schema for language endows humankind with a number a very broad principles applicable to all languages. Turning to current advances in the theory of phrase structure, which has replaced our 2,000-year-old rules of grammar with highly abstract universal principles of language structure, she relates the latest discoveries about the foundations of language to ideas about how children learn languages. A child hearing a specific language can automatically set the parameters for the rules governing that particular language, much like setting a binary switch. But our ability to access this innate language mechanism automatically seems limited to childhood, until physical maturity somehow changes this brain function. Arguing that adults need to learn consciously the systems and structures of another language that children acquire unconsciously, Strozer applies these latest theories about the nature of language and how we learn it to the design of foreign language programs for adults. She concludes with recommendations for developing a new kind of teaching program that would draw on comparative language research and include new pedagogic approaches. Presenting state-of-the-art language theory in easily readable terms and illustrative examples, this book will be of interest to everyone interested in the latest understanding of the relationship between the brain and language, as well as to all professionals in linguistics and language education. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Condition: Fair. Buy with confidence! Book is in acceptable condition with wear to the pages, binding, and some marks within 1.
Published by Baltimore, Maryland, U.S.A.: Georgetown Univ Pr, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Soft cover. Condition: Very Good. Trade paperback in very good condition.
Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Condition: Very Good. Book is in Used-VeryGood condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain very limited notes and highlighting. 1.
Published by Washington, D.C. : Georgetown University Press, 1994., 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Wrappers (paperback) xiv,282 pp.; 23 cm. Text in English. Includes bibliographical references pp. 218-265 and index. - (previous owner's name at top of title page) Otherwise as new. 540g.
Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Condition: Good. Good condition. This is the average used book, that has all pages or leaves present, but may include writing. Book may be ex-library with stamps and stickers. 1.
Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days. Bridging the gap between theoretical linguistics and language teaching, this title explores what theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program.
Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
Seller: Ria Christie Collections, Uxbridge, United Kingdom
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Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Published by Georgetown Univ Pr, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Paperback. Condition: Brand New. 296 pages. 9.25x6.25x0.75 inches. In Stock.
Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Published by Georgetown University Press, 1994
ISBN 10: 0878402454ISBN 13: 9780878402458
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Condition: New. Bridging the gap between theoretical linguistics and language teaching, this title explores what theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program.K.
Published by Georgetown University Press, 1994
ISBN 10: 0878402446ISBN 13: 9780878402441
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Published by Georgetown University Press, 1994
ISBN 10: 0878402446ISBN 13: 9780878402441
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Published by Georgetown University Press, 1994
ISBN 10: 0878402446ISBN 13: 9780878402441
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Condition: New. Bridging the gap between theoretical linguistics and language teaching, this title explores what theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program. Num Pages: 296 pages. BIC Classification: CFB; CFDC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152. Weight in Grams: 560. . 1994. Hardback. . . . .
Published by Georgetown University Press, 1994
ISBN 10: 0878402446ISBN 13: 9780878402441
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Published by Georgetown University Press, Washington, DC, 1994
ISBN 10: 0878402446ISBN 13: 9780878402441
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Hardcover. Condition: new. Hardcover. Bridging the gap between theoretical linguistics and language teaching, Judith R. Strozer explores what recent theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program. Strozer outlines clearly, in nontechnical language, the major concepts of modern language theory, from Chomsky's theory of language through the most recent discoveries about the abstract foundations of language. She explains ideas about the evolution of a cognitive structure for language in the human brain, a "language faculty" or Universal Grammar that gives humans alone the creative ability to generate the infinite expressions of language. This innate universal schema for language endows humankind with a number a very broad principles applicable to all languages.Turning to current advances in the theory of phrase structure, which has replaced our 2,000-year-old rules of grammar with highly abstract universal principles of language structure, she relates the latest discoveries about the foundations of language to ideas about how children learn languages. A child hearing a specific language can automatically set the parameters for the rules governing that particular language, much like setting a binary switch. But our ability to access this innate language mechanism automatically seems limited to childhood, until physical maturity somehow changes this brain function.Arguing that adults need to learn consciously the systems and structures of another language that children acquire unconsciously, Strozer applies these latest theories about the nature of language and how we learn it to the design of foreign language programs for adults. She concludes with recommendations for developing a new kind of teaching program that would draw on comparative language research and include new pedagogic approaches.Presenting state-of-the-art language theory in easily readable terms and illustrative examples, this book will be of interest to everyone interested in the latest understanding of the relationship between the brain and language, as well as to all professionals in linguistics and language education. Bridging the gap between theoretical linguistics and language teaching, this title explores what theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
Published by Georgetown University Press, 1994
ISBN 10: 0878402446ISBN 13: 9780878402441
Seller: Kennys Bookstore, Olney, MD, U.S.A.
Book
Condition: New. Bridging the gap between theoretical linguistics and language teaching, this title explores what theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program. Num Pages: 296 pages. BIC Classification: CFB; CFDC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152. Weight in Grams: 560. . 1994. Hardback. . . . . Books ship from the US and Ireland.