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
Table of Contents:
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
About the Author :
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.
