000			01586nam a22002655a 4500
650		4	_933 _aENSEÑANZA DE IDIOMAS
650		4	_9239 _aPSICOLINGÜÍSTICA
999			_c44573 _d44573
001			002510
003			AR-RoIES
005			20241129141208.0
007			ta
008			000000s1990 XXKd||| r|||| 001 0 eng|d
020			_a0-19-437063-1
040			_aAR-RoIES _bspa _cAR-RoIES _ercaa2
100	1		_aSpolsky, Bernard _96131
245	1	0	_aConditions for Second Language Learning : _bIntroduction to a general theory.
260			_aOxford : _bOxford University Press, _c1990.
300			_a272 p. : _bgráfs.
500			_aAppendix. Case Study: Hebrew in a Jewish School.
504			_aIncludes Bibliography and citation index.
520			_aThe goal of this book is not to propose a new method in Second Language Learning but rather to explore the requirements for a general theory of second language learning by examining the conditions under which languages are learned, and to consider the relevance of such a theory for language teaching. The theory is described as general to distinguish it from theories of formal classroom learning, or of informal nature learning, or the learning of one part of a language, such as sentence-level syntax. The term theory is used to mean a hypothesis or set of hypotheses that has been or can be verified empirically. The critical issues dealt with in this book may be set out in the following question: who learns how much of what language under what conditions?
650		4	_aENSEÑANZA UNA SEGUNDA LENGUA _96157
650		4	_aHABILIDAD _96141
942			_2udc _cLI