Second Language Acquisition Myths

Applying Second Language Research to Classroom Teaching
Steven Brown and Jenifer Larson-Hall


This volume was conceived as a first book in SLA for advanced undergraduate or introductory master's courses that include education majors, foreign language education majors, and English majors. It’s also an excellent resource for practicing teachers. 

Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition.  It is not the goal of this book to address every SLA theory or teach research methodology.  It does however address the myths and questions that non-specialist teacher candidates have about language learning.

Steven Brown is the co-author of the introductory applied linguistics textbook Understanding Language Structure, Interaction, and Variation  textbook (and workbook).

The myths challenged in this book are:

  • Children learn languages quickly and easily while adults are ineffective in comparison.
  • A true bilingual is someone who speaks two languages perfectly.
  • You can acquire a language simply through listening or reading.
  • Practice makes perfect.
  • Language students learn (and retain) what they are taught.
  • Language learners always benefit from correction.
  • Individual differences are a major, perhaps the major, factor in SLA.
  • Language acquisition is the individual acquisition of grammar.

Product Details

  • 208 pages.
Available for sale worldwide

  • Ebook
  • 2020
  • Available
  • 978-0-472-12844-0

  • Amazon Print Replica

Add to Cart

Choosing any of the above format options will take you to the appropriate e-retailer to complete your purchase. Pricing may vary by individual e-retailer. Please see e-retailer site for purchasing information.

For more information about our Digital Products, visit our Digital Products page.

Related Products

Add to Cart
  • $24.00 U.S.



  • second language acquisition, bilingualism, sociocultural theory, language development, learning styles, motivation, interaction, corrective feedback, applied linguistics, Critical Period Hypothesis, input, output, noticing hypothesis, explicit learning, implicit learning, recasts, individual differences, pragmatics, language socialization, language aptitude, developmental sequences, willingness to communicate, input enhancement, processing instruction, English as a second language