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Preface to the Fifth Edition | |
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 | |
Topics and Questions for Study and Discussion | |
Suggested Readings | |
Language Learning Experience: Journal Entry | |
Guidelines for Entry 1 | |
Age Factors | |
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 | |
Topics and Questions for Study and Discussion | |
Suggested Readings | |
Language Learning Experience: Journal Entry 2 | |
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, 79 | |
Topics and Questions for Study and Discussion | |
Suggested Readings | |
Language Learning Experience: Journal Entry 3 | |
Psychological Factors | |
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 | |
Topics and Questions for Study and Discussion | |
Suggested Readings | |
Language Learning Experience: Journal Entry 4 | |
Styles and Strategies | |
Process, Style, and Strategy | |
Learning Styles | |
Field Independence | |
Left- and Right-Brain Dominance | |
Ambigu | |
Table of Contents provided by Publisher. All Rights Reserved. |
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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.Principlesintroduces 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. The fifth edition takes a comnprehensive look at foundations of language teaching through discussions of the latest research in the field, including: Vygotsky's and Bakhtin's theories Thorndike's law of effect error treatment, noticing, recasts intercultural communication language policy and politics corpus linguistics "hot topics" in SLA connectionism and emergentism flow theory, willingness to communicate strategies-based instruction contrastive rhetoric attribution theory, self-efficacy output hypothesis Also by H. Douglas Brown: Teaching by Principles: An Interactive Approach to Language Pedagogy Language Assessment: Principles and Classroom Practices Strategies for Success: A Practical Guide to Learning English
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