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How do people learn a second language? For almost two decades, Principles of Language Learning and Teaching has been recognized as an exceptional guide to the theoretical foundations of language teaching. This new fourth edition offers an overview of the study of Second Language Acquisition, while acting as a reference for the growing storehouse of research, subfields, and specialization of SLA.

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• 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
• Ambigu