Principles of Language Learning and Teaching » (5th Edition)

Dr. H. Douglas Brown, a professor in the MA-TESOL program at San Francisco State University, has written many articles, teacher training books, and textbooks on language pedagogy. A past president of TESOL and recipient of the James E. Alatis Award for Distinguished Service, Dr. Brown has lectured to English language teaching audiences around the world.

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.

The fifth edition takes a comprehensive 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

Preface to the Fifth Edition

Chapter 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

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Journal Entry

Guidelines for Entry 1

PART I. AGE FACTORS

Chapter 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

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Journal Entry 2

Chapter 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, 79

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Journal Entry 3

PART II. PSYCHOLOGICAL FACTORS

Chapter 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

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Journal Entry 4

Chapter 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

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Journal Entry 5

Chapter 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

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Journal Entry

PART III. SOCIOCULTURAL FACTORS

Chapter 7 Sociocultural Factors

Culture Definitions and Theories

Stereotypes or Generalizations?

Attitudes

Second Culture Acquisition

Social Distance

Teaching Intercultural Competance

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

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Journal Entry 7

Chapter 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

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Journal Entry 8

PART IV. LINGUISTIC FACTORS

Chapter 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

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Journal Entry 9

Chapter 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

Topics and Questions for Study and Discussion

Suggested Readings

Language Learning Experience: Final Journal Entry

Bibliography

Glossary

Index