Principles of Language Learning and Teaching

by Brown, H. Douglas

• ISBN13: 9780131991286
• ISBN10: 0131991280
• Additional ISBN(s): 9780133041941
• Edition: 5th
• Format: Paperback
• Copyright: 2006-05-22
• Publisher: Pearson Education ESL
• More Book Details
• Purchase Benefits

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 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

Author Biography

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.

Table of Contents

Preface to the Fifth Edition	xi
Language, Learning, and Teaching	1	(23)
Questions about Second Language Acquisition	1	(2)
Learner Characteristics	2	(1)
Linguistic Factors	2	(1)
Learning Processes	2	(1)
Age and Acquisition	2	(1)
Instructional Variables	3	(1)
Context	3	(1)
Purpose	3	(1)
Rejoicing in Our Defeats	3	(2)
Language	5	(2)
Learning and Teaching	7	(2)
Schools of Thought in Second Language Acquisition	9	(6)
Structural Linguistics and Behavioral Psychology	9	(2)
Generative Linguistics and Cognitive Psychology	11	(1)
Constructivism: A Multidisciplinary Approach	12	(3)
Nineteen Centuries of Language Teaching	15	(2)
Language Teaching in the Twentieth Century	17	(2)
Topics and Questions for Study and Discussion	19	(1)
Suggested Readings	20	(1)
Language Learning Experience: Journal Entry 1	21	(3)
Guidelines for Entry 1	22	(2)
PART I. AGE FACTORS
First Language Acquisition	24	(30)
Theories of First Language Acquisition	25	(10)
Behavioral Approaches	26	(1)
Challenges to Behavioral Approaches	27	(1)
The Nativist Approach	28	(3)
Challenges to Nativist Approaches	31	(2)
Functional Approaches	33	(2)
Issues in First Language Acquisition	35	(13)
Competence and Performance	35	(3)
Comprehension and Production	38	(1)
Nature or Nurture?	39	(1)
Universals	40	(2)
Systematicity and Variability	42	(1)
Language and Thought	42	(1)
Imitation	43	(2)
Practice and Frequency	45	(1)
Input	46	(1)
Discourse	47	(1)
First Language Acquisition Insights Applied to Language Teaching	48	(3)
Topics and Questions for Study and Discussion	51	(1)
Suggested Readings	52	(1)
Language Learning Experience: Journal Entry 2	53	(1)
Age and Acquisition	54	(32)
Dispelling Myths	54	(2)
Types of Comparison and Contrast	56	(1)
The Critical Period Hypothesis	57	(1)
Neurobiological Considerations	58	(4)
Hemispheric Lateralization	58	(1)
Biological Timetables	59	(1)
Right-Hemispheric Participation	60	(1)
Anthropological Evidence	61	(1)
The Significance of Accent	62	(3)
Cognitive Considerations	65	(3)
Affective Considerations	68	(3)
Linguistics Considerations	71	(4)
Bilingualism	72	(1)
Interference Between First and Second Languages	72	(1)
Order of Acquisition	73	(2)
Issues in First Language Acquisition Revisited	75	(3)
Competence and Performance	75	(1)
Comprehension and Production	75	(1)
Nature or Nurture?	76	(1)
Universals	76	(1)
Systematicity and Variability	76	(1)
Language and Thought	77	(1)
Imitation	77	(1)
Practice and Frequency	77	(1)
Input	78	(1)
Discourse	78	(1)
Some ``Age-and-Acquisition-Inspired'' Language Teaching Methods	78	(3)
Total Physical Response	78	(1)
The Natural Approach	79	(2)
Topics and Questions for Study and Discussion	81	(1)
Suggested Readings	82	(1)
Language Learning Experience: Journal Entry 3	83	(3)
PART II. PSYCHOLOGICAL FACTORS
Human Learning	86	(32)
Learning and Training	86	(1)
Pavlov's Classical Behaviorism	87	(1)
Skinner's Operant Conditioning	88	(3)
Ausubel's Subsumption Theory	91	(6)
Rote vs. Meaningful Learning	91	(3)
Systematic Forgetting	94	(3)
Rogers's Humanistic Psychology	97	(2)
Types of Learning	99	(3)
Transfer, Interference, and Overgeneralization	102	(2)
Inductive and Deductive Reasoning	104	(1)
Language Aptitude	105	(2)
Intelligence and Language Learning	107	(3)
Learning Theories in Action: Two Language Teaching Methods in Contrast	110	(4)
The Audiolingual Method	111	(1)
Community Language Learning	112	(2)
Topics and Questions for Study and Discussion	114	(1)
Suggested Readings	115	(1)
Language Learning Experience: Journal Entry 4	116	(2)
Styles and Strategies	118	(34)
Process, Style, and Strategy	118	(1)
Learning Styles	119	(11)
Field Independence	121	(4)
Left-and Right-Brain Dominance	125	(1)
Ambiguity Tolerance	126	(1)
Reflectivity and Impulsivity	127	(2)
Visual, Auditory, and Kinesthetic Styles	129	(1)
Autonomy, Awareness, and Action	130	(2)
Strategies	132	(8)
Learning Strategies	133	(4)
Communication Strategies	137	(1)
Avoidance Strategies	137	(2)
Compensatory Strategies	139	(1)
Strategies-Based Instruction	140	(8)
Identifying Learners' Styles and Strategies	143	(2)
Incorporating SBI into the Language Classroom	145	(2)
Stimulating Strategic Action Beyond the Classroom	147	(1)
Topics and Questions for Study and Discussion	148	(1)
Suggested Readings	149	(1)
Language Learning Experience: Journal Entry 5	150	(2)
Personality Factors	152	(36)
The Affective Domain	153	(1)
Affective Factors in Second Language Acquisition	154	(14)
Self-Esteem	154	(2)
Attribution Theory and Self-Efficacy	156	(1)
Willingness to Communicate	156	(1)
Inhibition	157	(3)
Risk Taking	160	(1)
Anxiety	161	(3)
Empathy	164	(2)
Extroversion	166	(2)
Motivation	168	(7)
Theories of Motivation	168	(2)
Instrumental and Integrative Orientations	170	(2)
Intrinsic and Extrinsic Motivation	172	(3)
The Neurobiology of Affect	175	(1)
Personality Types and Language Acquisition	176	(3)
Measuring Affective Factors	179	(1)
Intrinsic Motivation in the Classroom	180	(2)
Topics and Questions for Study and Discussion	182	(2)
Suggested Readings	184	(1)
Language Learning Experience: Journal Entry 6	185	(3)
PART III. SOCIOCULTURAL FACTORS
Sociocultural Factors	188	(30)
Culture: Definitions and Theories	188	(2)
Stereotypes or Generalizations?	190	(2)
Attitudes	192	(1)
Second Culture Acquisition	193	(3)
Social Distance	196	(4)
Teaching Intercultural Competence	200	(3)
Language Policy and Politics	203	(5)
World Englishes	204	(1)
ESL and EFL	205	(1)
Linguistic Imperialism and Language Rights	206	(1)
Language Policy and the ``English Only'' Debate	207	(1)
Language, Thought, and Culture	208	(5)
Framing Our Conceptual Universe	208	(3)
The Whorfian Hypothesis	211	(2)
Culture in the Language Classroom	213	(1)
Topics and Questions for Study and Discussion	214	(1)
Suggested Readings	215	(2)
Language Learning Experience: Journal Entry 7	217	(1)
Communicative Competence	218	(30)
Defining Communicative Competence	218	(5)
Language Functions	223	(3)
Halliday's Seven Functions of Language	223	(2)
Functional Approaches to Language Teaching	225	(1)
Discourse Analysis	226	(6)
Conversation Analysis	228	(2)
Corpus Linguistics	230	(1)
Contrastive Rhetoric	231	(1)
Pragmatics	232	(3)
Sociopragmatics and Pragmalinguistics	233	(1)
Language and Gender	234	(1)
Discourse Styles	235	(2)
Nonverbal Communication	237	(4)
Kinesics	238	(1)
Eye Contact	238	(1)
Proxemics	239	(1)
Artifacts	239	(1)
Kinesthetics	239	(1)
Olfactory Dimensions	240	(1)
CC in the Classroom: CLT and Task-Based Teaching	241	(2)
Communicative Language Teaching	241	(1)
Task-Based Instruction	242	(1)
Topics and Questions for Study and Discussion	243	(1)
Suggested Readings	244	(2)
Language Learning Experience: Journal Entry 8	246	(2)
PART IV. LINGUISTIC FACTORS
Cross-Linguistic Influence and Learner Language	248	(37)
The Contrastive Analysis Hypothesis	248	(3)
From the CAH to CLI	251	(3)
Markedness and Universal Grammar	254	(1)
Learner Language	255	(2)
Error Analysis	257	(9)
Mistakes and Errors	257	(2)
Errors in Error Analysis	259	(1)
Identifying and Describing Errors	260	(3)
Sources of Error	263	(1)
Interlingual Transfer	263	(1)
Intralingual Transfer	264	(2)
Context of Learning	266	(1)
Communication Strategies	266	(1)
Stages of Learner Language Development	266	(2)
Variation in Learner Language	268	(2)
Fossilization or Stabilization?	270	(3)
Errors in the Classroom: A Brief History	273	(3)
Form-Focused Instruction	276	(5)
Categories of Error Treatment	277	(1)
Effectiveness of FFI	278	(3)
Topics and Questions for Study and Discussion	281	(1)
Suggested Reading	282	(1)
Language Learning Experience: Journal Entry 9	283	(2)
Toward a Theory of Second Language Acquisition	285	(34)
Building a Theory of SLA	287	(4)
Domains and Generalizations	287	(1)
Hypotheses and Claims	288	(2)
Criteria for a Viable Theory	290	(1)
Hot Topics in SLA Research	291	(3)
Explicit and Implicit Learning	291	(1)
Awareness	292	(1)
Input and Output	293	(1)
Frequency	293	(1)
An Innatist Model: Krashen's Input Hypothesis	294	(5)
Five Hypotheses	294	(2)
Evaluations of the Five Hypotheses	296	(1)
The Output Hypothesis	297	(2)
Cognitive Models	299	(3)
McLaughlin's Attention-Processing Model	299	(3)
Implicit and Explicit Models	302	(2)
A Social Constructivist Model: Long's Interaction Hypothesis	304	(2)
Out on a Limb: A Light-Hearted ``Horticultural'' Theory of SLA	306	(2)
From Theory to Practice	308	(5)
A Reciprocal Relationship, Not a Dichotomy	309	(1)
Suggestions for Theory Building	310	(1)
The Believing Game and the Doubting Game	310	(1)
The Art and Science of SLA	311	(1)
The Role of Intuition	311	(2)
Topics and Questions for Study and Discussion	313	(2)
Suggested Readings	315	(1)
Language Learning Experience: Final Journal Entry	316	(3)
Bibliography	319	(57)
Glossary	376	(17)
Index	393	(1)
Names	393	(7)
Subjects	400