Mirosław, Pawlak <br/><br/>
Classroom-oriented Research:  Achievements and Challenges/ 
Mirosław Pawlak;Jakub Bielak and Anna Mystkowska-Wiertelak 
 - New York;  Springer,  2014. 
 - XVII, 301 p.  ill.;  22 cm. 
<br/><br/> Includes references and bibliographical index. 
<br/><br/> This chapter deals with some commonly held views in relation to the<br/>age-factor dimensions of the classroom learning of additional languages which<br/>the authors regard as serious misunderstandings. The principal issues focused on<br/>are the following: (a) the widespread notion that the younger = better tendencies<br/>observed among naturalistic acquirers of additional languages can be assumed to<br/>operate also in formal instructional settings; (b) the often unexamined assumption<br/>that such support as exists for the Critical Period Hypothesis constitutes an<br/>argument for early instruction in additional languages, or that a resolution of the<br/>veracity or otherwise of this hypothesis would also resolve the question of when to<br/>introduce additional languages into our schools; (c) the idea that ultimate attainment<br/>in the context of the classroom learning of additional languages is so much<br/>bound up with the age of those doing the learning that almost no other factors are<br/>relevant. With respect to all of the above, alternative research-based propositions<br/>are presented and advocated.  http://172.20.27.22:4000/handle/123456789/18 
<br/><br/><label>ISBN: </label>9783319001883 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Classroom oriented