000			03611cam a2200493 i 4500
001			ocn946160488
003			OCoLC
005			20241216124710.0
008			160407t20162015maua b 001 0 eng d
020			_a0262529807
020			_a9780262529808
029	1		_aAU@ _b000059781527
035			_a(OCoLC)946160488
040			_aYDXCP _beng _erda _cYDXCP _dBTCTA _dBDX _dOCLCQ _dCDX _dOCLCF _dG8V _dOCLCO _dOCLCL _dOCLCQ
050		4	_aQP360.5.R634.B436 2016
100	1		_aRoberts, Richard _q(Richard Miller), _d1959- _e1
245	1	0	_aBecoming fluent : _bhow cognitive science can help adults learn a foreign language / _cRichard Roberts and Roger Kreuz. _hPR
250			_aFirst MIT Press paperback edition.
264		1	_aCambridge, Massachusetts : _bThe Mit Press, _c2016.
300			_axviii, 226 pages : _billustrations ; _c21 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aPrologue -- Terms and conditions -- Set yourself up for success -- Aspects of language -- Pragmatics and culture -- Language and perception -- Cognition from top to bottom -- Making memories -- And making memories work for you -- Epilogue.
520			_aAdults who want to learn a foreign language are often discouraged because they believe they cannot acquire a language as easily as children. Once they begin to learn a language, adults may be further discouraged when they find the methods used to teach children don't seem to work for them. What is an adult language learner to do? In this book, Richard Roberts and Roger Kreuz draw on insights from psychology and cognitive science to show that adults can master a foreign language if they bring to bear the skills and knowledge they have honed over a lifetime. Adults shouldn't try to learn as children do; they should learn like adults. Roberts and Kreuz report evidence that adults can learn new languages even more easily than children. Children appear to have only two advantages over adults in learning a language: they acquire a native accent more easily, and they do not suffer from self-defeating anxiety about learning a language. Adults, on the other hand, have the greater advantages--gained from experience--of an understanding of their own mental processes and knowing how to use language to do things. Adults have an especially advantageous grasp of pragmatics, the social use of language, and Roberts and Kreuz show how to leverage this metalinguistic ability in learning a new language. Learning a language takes effort. But if adult learners apply the tools acquired over a lifetime, it can be enjoyable and rewarding.--Publisher description.
526			_aICS
650		0	_aCognitive neuroscience.
650		0	_aSecond language acquisition.
650		0	_aLanguage acquisition.
650		2	_aLanguage Development
650		6	_aNeurosciences cognitives.
650		6	_aLangue seconde _xAcquisition.
650		6	_aLangage _xAcquisition.
650		7	_aCognitive neuroscience. _2fast _0(OCoLC)fst00866540
650		7	_aLanguage acquisition. _2fast _0(OCoLC)fst00992119
650		7	_aSecond language acquisition. _2fast _0(OCoLC)fst01110576
656			_xICS
658			_aTHEORETICAL FOUNDATIONS _bLANGUAGE TEACHING _cLNG5710
700	1		_aKreuz, Roger J., _eauthor.
758			_ihas work: _aBecoming fluent (Text) _1https://id.oclc.org/worldcat/entity/E39PCH3wFdXCCCqDWQMD9JbJH3 _4https://id.oclc.org/worldcat/ontology/hasWork
942			_2lcc _n0 _cRES
948			_hNO HOLDINGS IN SBI - 25 OTHER HOLDINGS
999			_c105333 _d105333
902			_a1 _bCynthia Snell _c1 _dCynthia Snell