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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. 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

Tabla de contenidos provista por Syndetics

• 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

Notas de autor provistas por Syndetics

Dr. H. Douglas Brown - Professor Emeritus of the MA-TESOL program at San Francisco State University. A past president of TESOL and recipient of the James E. Alatis Award for Distinguished Service, he has authored many books and articles and is a frequent presenter at world conferences.

Before coming to SFSU, Dr. Brown was Professor and Director of the Division of ESL at the University of Illinois in Champaign-Urbana, and previous to that, a faculty member at the University of Michigan, where he also served as Acting Director of the English Language Institute for three years.

Dr. Brown was the 1980-81 President of International TESOL. In 2001, he was the recipient of TESOL's James E. Alatis Award for Distinguished Service. In 2005, he was honored to receive the Distinguished Service Award from SFSU's Office of International Programs.

His numerous professional publications include: Principles of Language Learning and Teaching (5th ed.); Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd ed.); Language Assessment: Principles and Classroom Practices (2nd ed.); and Readings on Second Language Acquisition (co-edited with Susan Gonzo). He has co-authored several ESL textbooks: Strategies for Success, Challenges , the ESL basal series Vistas , and Voyages (international). From 1970-1978, Dr. Brown served as Editor of the journal Language Learning .