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Principles of language learning and teaching

Author: H Douglas Brown
Publisher: White Plains, NY : Longman, ©2000.
Edition/Format:   Print book : English : 4th edView all editions and formats
Summary:
Principles of Language Learning and Teaching, Fifth Edition, by H. Douglas Brown, is the classic second language acquisition text used by teacher education programs worldwide. Principles introduces key concepts through definitions of terms, thought-provoking questions, charts, and spiraling. New "Classroom Connections" encourage students to consider the implications of research for classroom pedagogy. An up-to-date  Read more...
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Additional Physical Format: Online version:
Brown, H. Douglas, 1941-
Principles of language learning and teaching.
White Plains, NY : Longman, ©2000
(OCoLC)606490162
Document Type: Book
All Authors / Contributors: H Douglas Brown
ISBN: 0130178160 9780130178169
OCLC Number: 42842469
Description: xii, 352 pages : illustrations ; 24 cm
Contents: Part I. Age Factors --
Part II. Psychological Factors --
Part III. Sociocultural Factors --
Part IV. Linguistic Factors. 1. Language, Learning, and Teaching --
Questions about Second Language Acquisition --
Learner Characteristics --
Linguistic Factors --
Learning Processes --
Age and Acquisition --
Instructional Variables --
Context --
Purpose --
Rejoicing in Our Defeats --
Language --
Learning and Teaching --
Schools of Thought in Second Language Acquisition --
Structural Linguistics and Behavioral Psychology --
Generative Linguistics and Cognitive Psychology --
Constructivism: A Multidisciplinary Approach --
Nineteen Centuries of Language Teaching --
Language Teaching in the Twentieth Century --
Part I. Age Factors --
2. First Language Acquisition --
Theories of First Language Acquisition --
Behavioral Approaches --
Challenges to Behavioral Approaches --
The Nativist Approach --
Challenges to Nativist Approach --
Functional Approaches --
Issues in First Language Acquisition --
Competence and Performance --
Comprehension and Production --
Nature or Nurture? --
Universals --
Systematicity and Variability --
Language and Thought --
Imitation --
Practice and Frequency --
Input --
Discourse --
First Language Acquisition Insights Applied to Language Teaching --
3. Age and Acquisition --
Dispelling Myths --
Types of Comparison and Contrast --
The Critical Period Hypothesis --
Neurobiological Considerations --
Hemispheric Lateralization --
Biological Timetables --
Right-Hemispheric Participation --
Anthropological Evidence --
The Significance of Accent --
Cognitive Considerations --
Affective Considerations --
Linguistics Considerations --
Bilingualism --
Interference Between First and Second Languages --
Order of Acquisition --
Issues in First Language Acquisition Revisited --
Competence and Performance --
Comprehension and Production --
Nature or Nurture? --
Universals --
Systematicity and Variability --
Language and Thought --
Imitation --
Practice and Frequency --
Input --
Discourse --
Some 'Age-and-Acquisition-Inspired' Language Teaching Methods --
Total Physical Response --
The Natural Approach. Part II. Psychological Factors --
4. Human Learning --
Learning and Training --
Pavlov's Classical Behaviorism --
Skinner's Operant Conditioning --
Ausubel's Subsumption Theory --
Rote vs. Meaningful Learning --
Systematic Forgetting --
Rogers's Humanistic Psychology --
Types of Learning --
Transfer, Interference, and Overgeneralization --
Inductive and Deductive Reasoning --
Language Aptitude --
Intelligence and Language Learning --
Learning Theories in Action: Two Language Teaching Methods in Contrast --
The Audiolingual Method --
Community Language Learning --
5. Styles and Strategies --
Process, Style, and Strategy --
Learning Styles --
Field Independence --
Left- and Right-Brain Dominance --
Ambiguity Tolerance --
Reflectivity and Impulsivity --
Visual, Auditory and Kinesthetic Styles --
Autonomy, Awareness and Action --
Strategies --
Learning Strategies --
Communication Strategies --
Avoidance Strategies --
Compensatory Strategies --
Strategies-Based Instruction --
Identifying Learners' Styles and Strategies --
Incorporating SBI into the Language Classroom --
Stimulating Strategic Action Beyond the Classroom --
6. Personality Factors --
The Affective Domain --
Affective Factors in Second Language Acquisition --
Self-Esteem --
Attribution Theory and Self-Efficacy --
Willingness to Communicate --
Inhibition --
Risk-Taking --
Anxiety --
Empathy --
Extroversion --
Motivation --
Theories of Motivation --
Instrumental and Integrative Orientations --
Intrinsic and Extrinsic Motivation --
The Neurobiology of Affect --
Personality Types and Language Acquisition --
Measuring Affective Factors --
Intrinsic Motivation in the Classroom --
Part III. Sociocultural Factors --
7. Sociocultural Factors --
Culture Definitions and Theories --
Stereotypes or Generalizations? --
Attitudes --
Second Culture Acquisition --
Social Distance --
Teaching Intercultural Competence --
Language Policy and Politics --
World Englishes --
Esl and Efl --
Linguistic Imperialism and Language Rights --
Language Policy and the 'English Only' Debate --
Language, Thought, and Culture --
Framing Our Conceptual Universe --
The Whorfian Hypothesis --
Culture in the Language Classroom. 8. Communicative Competence --
Defining Communicative Competence --
Language Functions --
Halliday's Seven Functions of Language --
Functional Approaches to Language Teaching --
Discourse Analysis --
Conversation Analysis --
Corpus Linguistics --
Contrastive Rhetoric --
Pragmatics --
Sociopragmatics and Pragmalinguistics --
Language and Gender --
Discourse Styles --
Nonverbal Communication --
Kinesics --
Eye Contact --
Proxemics --
Artifacts --
Kinesthetics --
Olfactory Dimensions --
CC in the Classroom: CLT and Task-Based Teaching --
Communicative Language Teaching --
Task-Based Instruction --
Part IV. Linguistic Factors --
9. Cross-Linguistic Influential and Learner Language --
The Contrastive Analysis Hypothesis --
From the CAH to CLI --
Markedness and Universal Grammar --
Learner Language --
Error Analysis --
Mistakes and Errors --
Errors in Error Analysis --
Identifying and Describing Errors --
Sources of Error --
Interlingual Transfer --
Intralingual Transfer --
Context of Learning --
Communication Strategies --
Stages of Learner Language Development --
Variation in Learner Language --
Fossilization or Stabilization? --
Errors in the Classroom: A Brief History --
Form-Focused Instruction --
Categories of Error Treatment --
Effectiveness of FFI --
10. Toward a Theory of Second Language Acquisition --
Building a Theory of SLA --
Domains and Generalizations --
Hypotheses and Claims --
Criteria for a Viable Theory --
Hot Topics in SLA Research --
Explicit and Implicit Learning --
Awareness --
Input and Output --
Frequency --
An Innatist Model: Krashen's Input Hypothesis --
Five Hypotheses --
Evaluations of the Five Hypotheses --
The Output Hypothesis --
Cognitive Models --
McLaughlin's Attention-Processing Model --
Implicit and Explicit Models --
A Social Constructivist Model: Long's Interactive Hypothesis --
Out on a Limb: A Light-Hearted 'Horticultural' Theory of SLA --
From Theory to Practice --
A Reciprocal Relationship, Not a Dichotomy --
Suggestions for Theory Building --
The Believing Game and the Doubting Game --
The Art and Science of SLA --
The Role of Intuition.
Responsibility: H. Douglas Brown.

Abstract:

Principles of Language Learning and Teaching, Fifth Edition, by H. Douglas Brown, is the classic second language acquisition text used by teacher education programs worldwide. Principles introduces key concepts through definitions of terms, thought-provoking questions, charts, and spiraling. New "Classroom Connections" encourage students to consider the implications of research for classroom pedagogy. An up-to-date bibliography and new glossary provide quick access to important works and key terminology in the field.

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