6th Edition
Second Language Learning and Language Teaching
Preface
Notes on the Text
Part I. BACKGROUND
1. Learning and Teaching Language
2. Second Language Acquisition Research
Part II. LEARNING A SECOND LANGUAGE
3. The Changing Classroom
4. Individual Learner Differences
5. Strategies for Communicating and Learning
6. Models of Second Language Learning
Part III. TEACHING A SECOND LANGUAGE
7. The Learner and the Native Speaker
8. The Goals of Language Teaching
9. Second Language Pedagogy
Part IV. LEARNING AND TEACHING SECOND LANGUAGE SKILLS
10. Writing
11. Grammar
12. Vocabulary
13. Pronunciation
References
Glossary
Index
Biography
Vivian Cook was Professor of Applied Linguistics at Newcastle University, UK. His main interests were how people learn second languages and how writing works in different languages, particularly in street signs. He was a founder of the European Second Language Association and co-founder and co-editor of the journal Writing System Research.
Dick Smakman is Lecturer in Sociolinguistics and Second Language Teaching at Leiden University, the Netherlands. In his teaching and research, he combines the two fields. He has taught English and Dutch at various universities.
If ever there were a timely book, this is it. Today, with new technologies transforming the field, we teach and study languages amid deep uncertainty. Our only hope of keeping up is to continue questioning the very nature of multilingualism and the impact language learning has on culturally diverse individuals around the world.
Kapitolina Fedorova, Full Professor of Russian Studies, University of Tallinn, Estonia
The sixth edition of Second Language Learning and Language Teaching offers a comprehensive and accessible overview of key theories and practices in second language acquisition. Authored by renowned scholars Vivian Cook and Dick Smakman, the book bridges the gap between research and classroom application, making it an essential resource for language teachers and students alike. It includes up-to-date insights into contemporary issues in language learning. I plan to actively use this book in my own classes when engaging students in discussions about second language teaching. Its content aligns perfectly with my approach of combining theoretical foundations with the development of practical teaching skills in the field of second language education.
Giuli Shabashvili, Associate Professor of Linguistics, Tbilisi State University, Georgia
