The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
This text argues controversially that second language acquisition has much
in common with other forms of skill learning; and that there is much to be
learned about the business of language teaching by considering the views
and practices of teachers in other domains. The study of second language
learning and teaching may thus draw on knowledge about first language
acquisition, but not on what is known about the learning of non-linguistic
skills. This book argues against such an approach. It begins by considering
arguments for and against the uniqueness of language. It reviews the recent
SLA literature, looking both at general learning theories and opposing
theories (mostly based on the study of universal grammar). The book then
turns to language teaching, and in a programmatic way considers what
insights may be gained by viewing language within a general skill framework.