Achieving Success in Second Language Acquisition

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Achieving Success in Second Language Acquisition by Betty Lou Leaver, Madeline Ehrman and Boris Shekhtman

This clear and informative textbook is designed to help the student achieve optimal success as a language learner and user. Aimed at beginning to intermediate undergraduates and above, it teaches students to understand their own preferences in learning, to develop individual learning plans and approaches, and to select appropriate learning strategies.

The authors - all leading experts in language teaching - base their advice on theories of learning, cognition, and memory, concepts which they explain in simple and accessible terms.

The book is divided into three sections - learning, language, and communication - and provides students with communicative strategies for use in real-life interaction with native speakers. Each chapter contains an overview and review section, with learning activities that students can carry out by themselves, in groups, or in the classroom. Equally suitable for use both by individuals and as a class text, this book will become an invaluable resource for all language learners.

  • Learning strategies are based on individual learning styles and needs
  • Includes hands-on practice activities
  • Contains the latest information on cognition and language learning in simple, easy-to-understand terms

Achieving Success in Second Language Acquisition: About the Authors

Betty Lou Leaver is Associate Dean and Chief Academic Officer for New York Institute of Technology at Jordan University for Science and Technology in Amman, Jordan.

Madeline Ehrman is Director of Research, Evaluation, and Development at the Foreign Service Institute, US Department of State.

Boris Shekhtman is Operational Director of the Coalition of Distinguished Language Centers, and President of the Specialized Language Training Center in Rockville, Maryland.

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  • Book Dimensions

    17.4 x 1.5 x 24.7 cm

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  • Book Publication Date

    June 2005

  • Book Publisher

    Cambridge University Press

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